3 



<^D^ ^ i 



THE 

SCIENCE OE MEMORY 

FULLY EXPOUNDED. 



FOR THE USE OE STUDENTS, MINISTERS, PUBLIC 
SPEAKERS, etc. 



BY 

B. LYON WILLIAMS. 



"Memory is the lamp of existence; without it the mind would be a mighty 
wilderness canopied in everlasting night." 

"It is the aliment on which the mind is nourished." 
"The soul's log on the voyage of Life." 



ENTERED AT STATIONERS' HALL. 



LONDON : 

JAMES NISBET AND CO., 21 BERNERS STREET, W. 

1866. 



<U/66 



LONDON 

MITCHELL AND HUGHES, PRINTERS, 

WARUOUR STREET, W. 




My +h' 












TO HIS GRACE THE 

LORD ARCHBISHOP OF CANTERBURY, 

THIS VOLUME IS, BY KIND PERMISSION, 

DEDICATED, 

WITH PROFOUND RESPECT, 

BY HIS GRACE'S 

MOST HUMBLE, AND MOST DEVOTED, 

OBEDIENT SERVANT, 

THE AUTHOR. 



Notice is hereby given, that any Person infringing on the 
Author's rights under the Copyright Act, will be imme- 
diately proceeded agatnst. — See Cap. 45, anno quinto et 
sexto, Victorias Regince. 



TABLE OF CONTENTS. 



INTRODUCTION. 

Pa?e 

The subject a regular study in ancient times. — The great 
philosophers by whom it was most cultivated. — Yiews of 
modern philosophers on its importance. — Duty of all to 
cultivate it regularly. — Popular method useless and ma- 
lefic. — Wherein a good memory consists. — All knowledge 
liable to fade from the mind's command. — The necessity 
of earnest attention to receive a concatenation of deep 
impressions. — Impressions of things, by what regulated. — 
The operation of the mind in remembering a subject 
varies in different persons. — The present frailty of the 
faculty will be obviated in a higher state of existence . . 17 

CHAPTER I. 

The perfection of man in his construction. — The body subor- 
dinate and tributary to the mind. — The brain, the mind's 
medium of communication with material nature, and 
their intimate dependence on each other. — The brain 
should be cultivated in order to promote the facility and 
strength with which the faculties operate. — The memory 



VI TAHLE OF CONTENTS. 



Page 



will participate in the improvement directly, and further 
indirectly through the increased strength of the other 
ilties, — Observations on the conduct of the body and 
mind. — The causes of ideas fading from the mind. — By 
the cultivation of the memory the other powers of the 
mind will benefit 32 



CHAPTER II. 

The mind's attributes. — The nature of ideas. — Ideas divided 
into two great classes. — Three propositions hence ensue 
for remembering them in combination. — The facility 
with which ideas unite dependent on their affinity. — 
Hules and exercises on associating ideas under the three 
propositions 42 

CHAPTER III. 

The deepest impressions received through the senses. — Na- 
ture of abstract ideas. — Rules for associating them. — 
Exercise of substantive and abstract notions. — The same 
tciations not equally useful to all. — Exercise entirely 
of abstract notions 66 



CHAPTER IV. 

mite according to certain laws. — The tendency of one 
idea to recall another no guarantee of its doing so. — The 
a on which ideas unite in the mind. — A thorough 
knowledge of them important. — Remarks on the appli- 
cation of the principles 73 



TABLE OF CONTENTS. VII 

CHAPTER V. 

Page 

The difficulties found in remembering numbers cannot be ob- 
viated without resorting to expedients. — Dr. Grey's plan 
the first step in their removal. — Its deficiencies. — Plan 
proposed to meet, as far as possible, all requirements. — 
Example exercise of forty figures. — Its application to 
dates, etc 8:s 

CHAPTER VI. 

The power of localizing ideas ever active in the mind. — In- 
stances in support of the argument. — This principle of 
the mind noticed and improved to their advantage by 
the ancients. — The efficaciousness of the plans conse- 
quent on their simplicity 93 

CHAPTER VII. 

Directions for the formation of a set of "localities." — Their 
use explained. — Defects in the ancient plan of prompters. 
— These obviated here. — Set of one hundred prompters. 
— Care should be bestowed on the selection of the set for 
permanent use 98 

CHAPTER VIII. 

The prompters should be most perfectly acquired. — The pur- 
poses to which they are applicable. — How to remember 
a sermon or lecture by their aid. — Plan for remembering 
prose. — Poetry divided into two kinds. — Exercise of that 
with natural sequence. — Exercise of a piece with a mini- 
mum of sequence 105 



Vlll TABLE OF CONTENTS. 



CHAPTER IX. 



Page 



The length of time things are remembered dependent on the 
impressions they produce. — Directions for forming deep 
impressions. — Writing out a subject not the best plan to 
impress it on the mind. — Casual ideas should be jotted 
down to preserve them. — Hints to ministers, lecturers, 
and public speakers on the art of delivery. — Observations 
on reading. — To remember the chief contents of a book. 
Conclusion 114 

Appendix 133 



PREFACE. 



It has been most judiciously observed by a writer in 
the Encyclopaedia Britannica, that " in modern times 
the subject of Mnemonics does not seem to have 
generally received that amount of attention which 
its importance demands." This is accounted for by 
the reason that the professors of the art " have had 
more in view the exhibiting of mere feats of memory, 
than to apply the principles of the art to matters of 
real value and importance." Their systems have 
invariably been more showy than useful, and have 
been adapted principally to one or two subjects, 
wherein they have afforded more or less aid ; but for 
the general purposes of education, reading, and 
study they have been wholly inapplicable; hence 
has arisen a degree of suspicion and distrust as to 
the capabilities of the art, however judiciously treated, 
which may be said to be most unfortunate. 

Many works on Mnemonics have appeared during 
the last half century, one or two of them containing 
much valuable information, one or two ushered into 



X PREFACE. 

the world Tinder high-sounding titles, and written 
with such stultifying arrogance that little was to be 
expected from them, and they improved the subject 
accordingly. The remainder of the treatises may, 
with truth, be characterized as wholly worthless, 
put forth not with the intention and for the purpose 
of instructing, but merely to excite curiosity, and 
act as decoys to the study of private systems. 

Some have professed to teach in an hour or so 
" systems'" that should, without trouble, radically 
and permanently improve the memory, but it is 
hardly necessary to say that such so-called systems, 
which merely consist of a substitution for figures 
and a few prompters, form no exposition of the 
science, and are utterly useless to accomplish the 
many things professed. Indeed, it is so reasonable 
as to be at once apparent to all, that to explain the 
various laws on which the memory acts, and to give 
it effective and practical aids, constitute a distinct 
study, and cannot be acquired from a few cursory 
directions. Much weighty testimony has at times 
been adduced in commendation of these yclept 
systems, and has been triumphantly pointed at in 
proof of their usefulness. But, such eulogiae are 
easily explained from the fact that the propounders 
of these " systems " merely followed, or modified in 
some slight degree, the plans adopted by our saga- 



PREFACE. XI 

cious forefathers, which, though only partially in 
accordance with the natural laws, are nevertheless 
found to afford such assistance in one or two simple 
subjects, that the learners have been much struck 
therewith, and hence have freely expressed their 
wonder. Had such systems, however, been based 
on a complete comprehension of the natural laws, 
they would not all so surely have passed into desue- 
tude and oblivion. 

That the subject offers an ample field for enquiry 
none will doubt; and that a treatise in which it 
should be fairly, scientifically, and independently 
treated would be a boon to society, seems equally 
manifest. Indeed, a lucid explanation of the na- 
tural laws of the memory, and practical aids based 
thereon, would form one of the most valuable con- 
tributions to educational literature that can be con- 
ceived. 

Feeling such to be the case, the Author has en- 
deavoured in some measure to supply the existing 
want, and he ventures to think this little work will 
prove to be a fair and useful exposition of the sub- 
ject ; and, while everything has been avoided that 
might prove burdensome to the reader, he yet believes 
that the principles of the science have been suffi- 
ciently fully explained to enable any person of average 
ability, and with a little perseverance, to bring his 



Ml PREFACE. 

natural powers to a high degree of usefulness and 
vigour. 

To those, however, and they may not be few, who 
turn to these pages in the expectation of finding 
some passe-partout to accomplish anything and 
everything without effort or difficulty, — to such it 
is but fair to remark that they will meet with no 
realization of their wishes. The ascent to excellence 
is always steep and rugged, and this can prove no 
exception to the rule. Effort and pains-taking are 
required to help the memory with facility, and it is 
sufficient to say, that the reward and advantages will 
be more than commensurate with the labour be- 
stowed. 

The Author believes that the memory in the ma- 
jority of individuals is capable of being brought 
with diligence, by practice and judicious culture, 
and with the assistance of such aids as an acquaint- 
ance with the laws which regulate it readily indicate, 
to such a degree of tenaciousness and perfection 
that has only been found in a few celebrities, and 
the practical means to effect which it has been his aim 
to make clear. He has proceeded by shewing the 
importance of this faculty in the economy of the 
mind, its dependence on the general health and the 
physical conditions of the body, and the necessity of 
cultivating the tone of the nervous system, that is, 



PREFACE. Xlll 

the brain, the pathway and avenue to the mind. 
The operations of the mind in remembering, and 
the laws that appear to govern it, are fully explained, 
and such helps are afforded as can be easily conveyed 
for assisting the memory. In truth, he ha^ wished 
to supply all that science and art seem capable of 
doing for the improvement and assistance of this 
faculty, at least so far as the subject is understood 
at present. 

The object has been to explain the general laws 
rather than to give their adaptation to universal 
knowledge and the matters of every-day life, but, as 
the latter will prove very easy when these laws are 
fully understood, it has been left to the intelligence 
and ingenuity of the student. 

The contrivances for facilitating the operations of 
the memory are so exceedingly simple, that the 
merest child may understand and readily practise 
them, and not only do they not interfere with and 
hamper the natural workings of the mind, but, being 
based upon the natural laws, they anticipate, pro- 
mote, and greatly strengthen them. 

Many, who cannot be congratulated on their 
prescience or judgment, have decried as utterly im- 
possible the formation of any plans or artificial aids 
which can at once, simply and surely, assist the 
memory. Man, however, has surrounded himself so 



XIV PREFACE. 

completely with artificial adaptations for other pur- 
poses in life, that he now lives in an atmosphere of 
artifice, and will never remit his endeavours to 
triumph still further over nature and the limited 
state of his own powers. While he diligently uses 
nature against herself, and opposes one part to over- 
come another, there seems little limit to what he 
may do in every department of her vast domain. 
"We see he has artificial means for reading, artificial 
light of various kinds, artificial means of talking, 
artificial dental organs, artificial helps to reading for 
the blind, artificial means to increase the hearing, 
etc., and he will, no doubt, have many further artifi- 
cial facilities yet, to augment his natural capabilities, 
of which at present we have no conception. When 
then we see that man, finding the powers that nature 
has bestowed upon him inadequate to his numerous 
and ever-increasing desires, has called in art, or a 
knowledge of nature's laws, to assist him in so many 
various ways, while nature has not said, " thus far 
shalt thou go and no farther/' who shall authorita- 
tively pronounce it impossible, when the laws by 
which it is governed are fairly understood, to formu- 
late aids for the assistance of the memory, one of 
the very highest and most important of man's endow- 
meir 

But primarily, it is necessary that the laws which 



PREFACE. XV 

regulate the memory in its natural workings should 
be clearly comprehended, and any aids it is desired 
to form must be based on these, and the more 
directly such aids are founded thereon, the more 
efficacious they will necessarily be. When these 
laws are thoroughly understood and appreciated, and 
suitable aids used, there will be no limit to the power 
and the extent to which the memory may be charged, 
except a person's patience and diligence. 

As the history and gradual progress of the science 
have already been satisfactorily considered in other 
treatises on the subject, it has not been thought 
desirable to reproduce them in this, as the object 
has been rather to present all that appears necessary 
and material to its practical elucidation, than to 
divert the attention and encumber the reader with 
the details and comparisons of previous plans. 

Much that might prove interesting to the reader 
in continuation of the subject it has been found 
necessary to suppress, as it would otherwise swell 
this little treatise to an extent not wished at present, 
but if it should meet with the support and approba- 
tion of the public, the Author would feel himself 
encouraged in a subsequent edition further to enlarge 
on it, with a view to increase its usefulness, and to 
illustrate the mode of application to various branches 
of knowledge. 



Wl PREFACE. 

As some readers might feel desirous of making 
enquiries on some points, the Author begs to say he 
would be happy to reply to any communications as 
far as time should permit him; and on the other 
hand, should any person possess information relevant 
to the subject that might seem interesting or useful, 
he would gratefully acknowledge its receipt. 



Bellevue Terrace, Southampton, 
January, 1866. 



THE 

SCIENCE OE MEMORY. 



INTRODUCTION. 

THE SUBJECT A BEGULAB STUDY IN ANCIENT TIMES — THE 
GEEAT PHILOSOPHEES BY WHOM IT WAS MOST CULTIVATED 
— VIEWS OF MODEEN PHILOSOPHEES ON ITS IMPOETANCE 
— DUTY OF ALL TO CULTIVATE IT EEGULAELY — POPULAE 
METHOD USELESS AND MALEFIC — WHEEEIN A GOOD ME- 
MOBY CONSISTS— ALL KNOWLEDGE LIABLE TO FADE FEOM 
THE MIND'S COMMAND— THE NECESSITY OF EAENEST AT- 
TENTION TO EECEIVE A CONCATENATION OF DEEP IMPEES- 
SIONS — IMPEESSIONS OF THINGS, BY WHAT EEGULATED — 
THE OPEEATION OF THE MIND IN EEMEMBEEING A SUB- 
JECT VAEIES IN DTFFEEENT PEESONS — THE PEESENT FEA1LTY 
OF THE FACULTY WILL BE OBVIATED IN A HIGHEE STATE 
OF EXISTENCE. 

The subject to which this treatise is devoted is of 
such manifest importance in all the operations of the 
mind, that from the remotest ages it has attracted 
the attention of the wisest philosophers. Indeed, it 
would have been singular if those ponderous intel- 
lects of the ancient world had failed to recognize 
how greatly the mind is indebted for its fertility and 
beauty to the strength of the memory. Their keen 
eyes early observed it, and they bestowed much 
attention to the investigation of this faculty; and, 



18 THE SCIENCE OF MEMORY. 

finding its powers more limited than their require- 
ments, they formed many contrivances for its assist- 
ance. The discovery of the first principles of the 
art is usually ascribed to Simonides, a poet of the 
Isle of Ceos, who flourished about five hundred and 
thirty years before Christ; but the manner of it 
that is handed down to us is so purely mythological 
and incredible, that it is unnecessary relating it here. 
However, under whatever circumstances they first 
appeared to his mind, to this early philosopher seems 
undoubtedly due the honour of originating the first 
system of Mnemonics, or a systematised plan for 
assisting the memory by means of a local fixation of 
the ideas. From his time the art gradually acquired 
popularity, and was regularly cultivated by the ma- 
jority of the great philosophers and their disciples 
who succeeded him, of whom we may mention Es- 
chylus, Socrates, Alexander the Great (in early life), 
Plato, Aristotle, Demosthenes, Plutarch, Seneca, 
Cicero, Julius Caesar and Quintilian. The atten- 
tion bestowed upon it by these, the most illustrious 
men of antiquity, is a sufficient testimony of the im- 
portance they attached to this faculty ; and to such 
an extent did some of them cultivate it, that thereto 
they were mainly indebted for their elevation, great- 
ness, and renown. Indeed, their wonderful memo- 
ries have been the envy and the theme of admiration 
*n all subsequent ages. 

Modern philosophers, as well, have not been less 



THE SCIENCE OF MEMORY. 19 

sensible of its importance, and they have borne wit-, 
ness to it in most forcible terms. It is much to be 
regretted, however, that those whose conception of 
it has seemed the clearest, and whose remarks have 
been most particularly pertinent, should not, while 
possessing minds admirably adapted for the task, 
have prosecuted their enquiries sufficiently far as to 
have enabled them to have given the world a com- 
prehensive analysis of the process of remembering, 
with rules adapted for universal application, and 
furnished such simple contrivances and suitable aids 
as the nature of our wants suggests. The following 
views of Dr. Watts on the importance of the memory 
are very pregnant of truth and interest : — "So neces- 
sary and so excellent a faculty is the memory, that all 
other abilities of the mind borrow from thence their 
beauty and perfection; for the other capacities of 
the soul are almost useless without this. To what 
purpose are all our labours in knowledge and wis- 
dom, if we want memory to preserve and use what 
we have acquired ? What signify all other intellec- 
tual and spiritual improvements, if they are lost as 
soon as they are obtained ? It is memory alone that 
enriches the mind, by preserving what our labour 
and industry daily collect. In a word, there can be 
neither knowledge, nor arts, nor sciences, without 
memory ; nor can there be any improvements in 
mankind in virtue or morals, or the practice of re- 
ligion, without the assistance and influence of this 

b 2 



580 THE SCIENCE OF MEMORY. 

power. Without memory the soul of man would be 
but a poor, destitute, naked being, with an everlast- 
ing blank spread over it, except the fleeting ideas of 
the present moment."* The eloquent Robert Hall, 
in speaking of it, calls it " a power that can make 
amends for the speed of time, in causing him to leave 
behind him those things which else he would carry 
away as if they had not been." 

The penetrating Dugald Stewart says, it is " a 
faculty which is obviously the great foundation of 
all intellectual improvement, and without which no 
advantage could be derived from the most enlarged 
experience." 

Dr. Johnson also felt its great importance, and 
has thus alluded to it : — " Memory is the purveyor 
of reason, the power which places those images before 
the mind upon which the judgment is to be exercised, 
and which treasures up the determinations that are 
once passed as the rules of future action, or grounds 
of subsequent conclusions." Again : — " We owe to 
memory not only the increase of our knowledge, and 
our progress in rational enquiries, but many other 
intellectual pleasures. "f 

The great Locke, in his Human Understanding, 
observes of it that, "It is of so great moment that, 
where it is wanting, all the rest of our faculties are 

* "Walls On the Improvement of the Mind. 
t Rambler, No. 41. 



THE SCIENCE OF MEMORY. 21 

in a great measure useless ; and we, in our thoughts, 
reasonings and knowledge, could not proceed beyond 
present objects, were it not for the assistance of our 
memories." 

To superadd anything to these just and eloquent 
views of its importance, would seem impossible and 
unnecessary. Should we, however, endeavour to test 
the accuracy of these assertions by tracing the work- 
ings of the memory in the various operations of our 
own minds, we shall be surprised to find how entirely 
we are dependent on its resources, and must acknow- 
ledge that these philosophers have in nowise exag- 
gerated its value. We shall not fail at once to re- 
cognize that it is the parent of all our experience, 
the source of fertility to the mind, whence spring 
all its beauties; that by it all our plans, purposes, 
desires, thoughts and reflections, are directed and 
governed ; and further, that the tenaciousness of the 
memory is the guage and the sure index of the 
quality and vigour of the brain, and the strength of 
the mind. 

Convinced, then, of its paramount importance, it 
would seem a duty on the part of all rightly consti- 
tuted minds, to make its practical cultivation a fixed 
habit, and a subject of constant attention; but to 
accomplish this thoroughly and satisfactorily it can 
only be done in a systematic manner, and on scien- 
tific principles. 

To this end is primarily required a knowledge of 



22 THE SCIENCE OF MEMORY. 

the laws which regulate the mind, and also those 
that govern the joining of ideas with each other. 

It is useless to attempt to cultivate it in the 
popular fashion, and on the plan usually pursued at 
schools, — that of repeating things over sufficiently 
for the tongue to become familiar with them, with 
little regard to their import, precisely in the manner 
that parrots would be taught to say them. This 
plan is not only not calculated to strengthen and 
develop the faculties, as is often conceived, but is 
extremely prejudicial and deteriorative to them, and 
fails to accomplish the end desired, that of imprint- 
ing knowledge on the mind. The accuracy of this 
is confirmed by the fact that, so very little learnt or 
supposed to be learnt in this manner is remembered 
long, as immediately the lingual connection is at all 
destroyed the remaining portion is at once lost, and 
is as perfectly foreign to the mind's consciousness as 
if it had never been brought within its scope. 

The true art of committing to the mind, — or re- 
membering, and which will be developed in these 
pages, is to call into operation as much as possible 
those faculties on which the memory seems most 
deeply to depend, namely, observation and reflection ; 
and, as must be obvious to all, the more thoroughly 
these arc exercised, the more sagaciously they are 
called into operation in committing knowledge to 
the mind, so much the greater certainty there is of 
its being treasured up for future use, and the smaller 



THE SCIENCE OF MEMORY. 23 

the possibility of the connection or chain of ideas 
being broken. 

Let us now enquire into what we understand by a 
good memory ; and with that view, we must see what 
are its manifestations in those that we allow to pos- 
sess it. We will firstly take the case of such a per- 
son in reading a book, — suppose either a novel, or a 
volume of travels, which forms of reading are the 
easiest of remembrance. It will be seen at the con- 
clusion of the novel that he will be able with tolerable 
accuracy to relate its opening, the dramatis personce, 
as they are gradually unfolded and described, the 
plots and counterplots, and the chief incidents in the 
development of the stGry, — at times even with minute 
circumstantiality; but only in proportion as he is 
careful to preserve the exact sequence of the occur- 
rences, stayed the attention to comprehend them 
fully, and allowed them to be vividly pictured before 
the mind. The readiness with which he will thus 
recapitulate them is in great measure attributable to 
the fact of his interest having been excited, and his 
eager attention wholly concentrated on the subject. 

But should you try this person at the end of a 
week or two, it will be found that the impressions 
have begun to fade before the mind, and some of the 
minor details, overlooked, or difficult to recall. At 
the end of a month this will be more so, and a year 
hence only a few of the chief ideas will be pre- 
served. 



2 I THE SCIENCE OF MEMORY. 

With regard to the volume of travels, the case will 
be much the same, only different in that the interest 
not being so highly raised, the process of reading is 
not so rapid, and the mind is thereby allowed a longer 
time to comprehend the various persons, places, scenes 
and incidents narrated, whereby what is lost in in- 
tensity of interest is more than compensated by 
plainer recognition and firmer impressions, and the 
probability thus ensue of a longer remembrance. 

The same person, after hearing a sermon or a 
lecture, would be able to relate the substance of 
each, by carefully observing the salient points, noting 
the mutual dependence and propriety of the parts, 
and clearly realizing the whole. But it will be no- 
ticed, that while the impressions are recent and fresh, 
he will be able with tolerable accuracy to reproduce 
what he has heard, yet, as in the previous instances, 
these will speedily fade by reason of subsequent di- 
versions of the mind, and further and newer impres- 
sions ; so that soon all that remains will be, as before, 
a few of the most interesting or striking ideas ; while 
these latter again will be liable to the same evanish- 
ment from the mind's power of recollection, accord- 
ing to the strength of the impressions. 

Hence we find, that whatever may be a person's 
natural powers, the majority of the impressions or 
ideas made on his mind are not sufficiently strong 
to be for any length of time recallable, and even the 
more striking ones, — those that seem most deeply 



THE SCIENCE OF MEMORY. 25 

engraven, gradually disappear also from the mind's 
command. 

The instances we have chosen are in nowise pecu- 
liar; for all knowledge, and everything that comes 
under the cognizance of the mind, is amenable to 
the same laws, whether in the feeble child or the 
powerful-minded adult, to the same tendency to fade 
away from the memory, only varying in degree ac- 
cording to the nature of the ideas, the circumstances 
under which the impressions are produced, and the 
constitution of the person's mind. Therefore, to at- 
tempt to stamp permanently on the mind any idea 
or train of ideas, would be useless and absurd, as in 
opposition to the laws by which it is governed in its 
present state. 

A good memory, then, as usually understood by 
the expression, seems to consist mainly in retaining 
the purport, or the leading ideas, and a fair propor- 
tion of the details of any subject brought before 
the mind, as long as under the most favourable 
circumstances the ideas can be commanded ; and to 
obtain this power would satisfy the wishes and be 
the utmost of what the majority of persons would 
require. The facility and certainty with which this 
may be done will be made apparent in the future 
pages. Again : propositions involving numbers pre- 
sent to the mind in remembering difficulties at times 
quite insurmountable, as the experience of all will 
testify ; but the means here provided will in practice 



26 THE SCIENCE OF MEMORY. 

be found to deprive tliem of all obstacles to easy 
acquirement. As we find that the length of time 
anything is at the disposition of the mind, depends 
exclusively on the impression originally produced 
and the mind's familiarity with it, whatever there- 
fore it is wished constantly to preserve at the power 
of the recollection should be occasionally reverted 
to, to retouch, as it were, the impression, and renew 
the mind's familiarity with it. The strength of the 
impressions produced is dependent in a very great 
measure on the degree of attention concentrated at 
the time, and the interest that is created in the 
mind. What we term throwing interest into a sub- 
ject is only another expression for giving to it, or 
having elicited, undivided and forcible attention ; 
so that the greater the power we can exert of giv- 
ing complete attention to anything, the clearer 
and deeper will be the impressions that afterwards 
remain. Hence we see that the art of memory 
may to some extent be said to consist of the art of 
attention. 

In the effort of remembrance, one frequent cause 
that things cannot be recalled to the mind is the 
inability to concentrate it sufficiently to view those 
ious circumstances with which they are connected, 
and which would at once recall them ; and this is 
borne out by the fact that, often something we wish 
to remember we find we cannot, and not uncom- 
monly infer that it has completely passed away, 



THE SCIENCE OF MEMORY. 27 

when subsequently some trivial circumstance with 
which it has been connected immediately or infe- 
rentially, or to which it may bear some analogy, 
will bring it back again distinctly, to our complete 
surprise. 

In the consideration of a subject, the more un- 
divided the attention, the more completely the mind 
is concentrated on it, and the greater our vigilance 
to prevent its being diverted by any extraneous cir- 
cumstances or thoughts, — of which it is very sus- 
ceptible, — so much the keener will necessarily be the 
perception of it, the better the comprehension of 
it, and the greater the certainty of its being at hand 
when required to be recalled. This power of com- 
plete concentration, which is so very valuable in the 
economy of the mind, and which pertains to so few 
from the rarity with which it is practised, should be 
maintained as often, and as much as possible, until 
it becomes an acquired habit. It will strengthen 
the mind and the brain, render mental pursuits and 
recreations more exquisitely pleasing and profitable, 
and add multifold power to the faculty of remem- 
brance. 

The power of concentration is in great measure 
dependent on the strength of the brain to support 
it, though by cultivation it may be greatly increased ; 
but unfortunately the occupations, pastimes, and 
even habits of the present day are more calculated 
than they formerly were to weaken it, and its cor- 



28 THE SCIENCE OF MEMORY. 

responding effect on society is manifest in numerous 
ways. 

The clearness with which ideas are apprehended 
depends on the brain being fresh, and free from all 
that can tend to becloud it or prevent its activity, as 
in a state of bodily or mental fatigue, or imme- 
diately subsequent to a repast ; but this will be no 
guarantee that they will be long retained. The 
clearness of their perception will tend to a lively 
impression of the same, but the strength and depth 
of the impressions rest, as we have seen, on the 
nature of the ideas, the conditions under which they 
are apprehended, and the vigour of the brain to 
receive them. 

If we examine, we shall find that the operation of 
the mind in apprehending a subject with one person 
may be, and often is, much dissimilar from that in 
another, and this arises from the difference in the 
constitution and calibre of mental organizations, 
and the different degrees in which people possess the 
observing and reflective faculties. One person will, 
by means of the observing faculties, remember a 
subject with great accuracy, by noting carefully each 
part as it succeeds another, and what pertains to 
each ; while another grasps the whole more com- 
pletely through a greater intervention of the reason- 
ing faculties, apprehends clearly the relationship of 
the parts, and the propriety or infelicity of each, 
and reproduces it more immediately by the exercise 



THE SCIENCE OF MEMORY. 29 

of these faculties. Here the wisdom and goodness 
of Providence are conspicuously manifest in the 
arrangement of the faculties, so, that where one 
may prove deficient or insufficiently operative, an- 
other will come to the rescue; what one lacks 
another will in some measure supply, and the end 
be accomplished for us through the instrumentality 
of differing faculties. Indeed, we shall find usually, 
that those who possess the reasoning powers to a 
great extent are more or less deficient in those of 
observation, and those who are endowed with the 
faculties of observation strongly and prominently 
lack in some proportion those of reflection. 

Many believe that when any idea or train of ideas 
cannot be remembered or brought back to conscious- 
ness, it has necessarily wholly passed away from the 
mind's retention. Now, there is no valid reason to 
believe that any idea or impression of which any 
mind has been conscious, has, or ever will, become 
thoroughly effaced from it, though the link that con- 
nects it with the power of recollection may for a 
time be dissevered. It would seem that Providence 
foresaw it would not be well, or to his advantage, 
that man in his present condition should have a 
permanent recollection of those things that come 
under his cognisance, therefore He only allowed him 
this power to a limited extent, proportionate to his 
requirements and his other faculties. So, therefore, 
we may justly believe that in a more elevated and a 



30 THE SCIENCE OF MEMORY. 

purer state this faculty will be perfected, and all 
that now seems wholly to have passed away, or 
merged into Cimmerian obscurity, will then burst 
forth and unfold itself to his consciousness, as the 
landscape to the eyes of the traveller, when the 
morning mists are lifted by the rising solstice. 
Indeed, we may reasonably infer that this faculty 
which pertains to man on earth, at best only cor- 
responding with his other limited powers, in a higher 
state of existence, when the ethereal part, his mind, 
himself, is rid of all those things now incident to his 
mortality, which becloud, harass, and impede its 
progress, will be exceedingly active, and with a 
clearness, freshness, and strength, of which now we 
cannot even form a remote conception; and that 
during the countless ages of futurity, and unto all 
time, the ideas and impressions of childhood, ado- 
lescence, youth, manhood, maturity, and old age, the 
mind will be able to recall with the freshness of 
recent reception. 

We shall now make a few psychological enquiries, 
in order to understand more fully the nature of the 
memory, and its connection with the other faculties 
of the mind ; then glance at those laws which govern 
the body, the observance of which in a greater or 
lesser degree produces corresponding effects on the 
brain, and influences accordingly its power and con- 
dition in the reception or rendition of ideas. We 
will then investigate the nature of ideas, and the 



THE SCIENCE OF MEMORY. 31 

laws under which they associate, and ascertain the 
principles on which to produce lively and deep im- 
pressions, from a just observation and appreciation 
of the circumstances and relations under which such 
are produced naturally. 






CHAPTER I. 

THE PERFECTION OF MAN IN HIS CONSTRUCTION— THE BODY 
SUBORDINATE AND TRIBUTARY TO THE MIND — THE BRAIN, 
THE MIND'S MEDIUM OF COMMUNICATION WITH MATERIAL 
NATURE, AND THEIR INTIMATE DEPENDENCE ON EACH 
OTHER — THE BRAIN SHOULD BE CULTIVATED, IN ORDER 
TO PROMOTE THE FACILITY AND STRENGTH WITH WHICH 
THE FACULTIES OPERATE — THE MEMORY WILL PARTICI- 
PATE IN THE IMPROVEMENT DIRECTLY, AND FURTHER IN- 
DIRECTLY THROUGH THE INCREASED STRENGTH OF THE 
OTHER FACULTIES — OBSERVATIONS ON THE CONDUCT OF THE 
BODY AND MIND — THE CAUSES OF IDEAS FADING FROM 
TiTE MIND— BY THE CULTIVATION OF THE MEMORY THE 
OTHER POWERS OF THE MIND WILL BENEFIT. 

Scripture informs us with touching simplicity that 
the great Architect of Nature in the beginning, 
when resting from His labours, reviewed all that He 
had done, " and saw that it was very good." In 
doing so, it will not be doubted but that the 
"master-piece" of His handiwork, which was re- 
served to the last as the culminating testimony of 
His wisdom and power, and as that to which all His 
other works were directed, was the chief work that 
occupied the attention, and excited the greatest 
pleasure in the Creator's mind in this contemplation. 
How exquisite and perfect, indeed, it must be, when 
Infinite Wisdom should see that " it is very good \" 



THE SCIENCE OF MEMORY. 33 

Man has ever been a wonder to himself, and this 
great mystery has attracted the profound attention 
and reverent admiration of the most excellent of his 
race. The higher a man's ability to investigate and 
appreciate his own construction, his adaptation to 
surrounding things, and the part he was intended to 
play, the highest encomium he can still pass, and 
the purport of all his eloquence, — the exactness of 
which, however, he will the more intensely feel, — 
must be, but to reiterate the great Creator's judg- 
ment, "it is very good/'' The beautiful allusions of 
the Psalmist are well known, and the subject has 
afforded an inexhaustible theme for poets, philoso- 
phers, and divines, and will continue to do so, until 
to each the mystery of his being is solved. 

The arrangements of his corporeal system have in 
late years been in great measure understood. The 
use of the various functions, and the intimate rela- 
tionship of all the parts are demonstrated satis- 
factorily in medical science. But the body, which 
is the chiefest of his parts from an animal point of 
view, is in reality the most inferior, acting only a 
subordinate office in his being. Exquisite, never- 
theless, though intended only as a temporary recep- 
tacle and medium for the diviner part, his mind, 
while undergoing initiatory tutelage in this proba- 
tionary stage, the earth ! 

Man is sometimes defined as a triune being, con- 
sisting of body, mind, and soul; but it might be 



THE SCIENCE OF MEMORY. 

more accurate to define him as consisting of two, 
the body and the mind, the term soul being only 
another expression for the immortal, immaterial, 
and thinking ens, — a distinct mind. The nether 
portion of the frame administers to the functional 
part of the brain, and the latter forms the medium 
by which the mind or soul communicates with the 
outer world. 

We thus perceive that the primary, the principal 
part of man is essentially his mind, and it is this 
which constitutes his direct individuality. For 
though in the outward appearance there are peculiar 
features and characteristics which, as they cannot 
be accurately defined, still distinguish him out- 
wardly from all others of the species, yet they do 
not form his individuality, though they might be 
traced as effects or results of the particular consti- 
tution of his mind, his idiosyncracies, education, etc. 
A man's individuality, then, that which constitutes 
himself distinctly, and no other person, is his pre- 
eminent part — the mind. 

The principal of the other part of his duality is 
the brain, which is the mind's passage-way and the 
in of union with materiality; and its construc- 
tion wonderful, its adaptation to its purpose so 
, and the mind's dependence on it so peculiar 
and close, that it cannot be influenced in any manner 
without the mind participating equally therein. So 
that the health, vigour, and tone of the brain may 



THE SCIENCE OE MEMORY. 35 

be judged from the strength, healthiness, and clear- 
ness of the manifestations of the mind. A feeble 
arm cannot lift great weights, or be equal to much 
exertion ; in like manner a weak brain cannot grasp 
great thoughts, support much exercise, or exhibit a 
powerful and capacious memory. 

From the preceding remarks we are led inferen- 
tially to see how deeply important it is, if we desire 
to cultivate the strength of the mind and of its pro- 
perties of reflection, memory, etc., for use in our 
pursuits and diversions, that we should endeavour to 
bring to a high degree the health, strength, and 
tone of the brain, through which they operate. 
This can only be done positively through the body 
which ministers to it, and negatively by not employ- 
ing it in pursuits, pleasures, or anything that tends 
to excite and call it into activity to a greater extent 
than is healthy, that is, beyond that point which 
will cause a pleasant reaction to supervene. A few 
observations here, for guidance in this matter, will 
not be inappropriate. 

Every action or exertion of the body, and every 
mental expression or impression, is dependent for 
facility, extent, and intensity on the force operating 
to produce the same, and the degree of vitality 
within. Such being the case, we should endeavour 
to increase as much as we can our inherent forces 
and the principle of vitality within us, in order that 
the operations, whether bodily or mental, that we 

c 2 



36 THE SCIENCE OF MEMORY. 

may require to go through, may be executed with 
the highest degree of life, feeling, and consciousness. 

Vitality, to the various actions of the body, may 
be compared to what steam is to the engine, and 
supplies energy, or that known as ardour or passion. 
This should only moderately be made use of and 
expended in exercise, labour, or study, and not to a 
greater extent than the vital functions can easily 
replenish before it is again drawn upon during exer- 
tion. The length of time that exertion can be 
maintained is according to the strength of the fibres 
brought into exercise, and the amount of vitality to 
support it. 

Our natural forces, that is, the degree of power 
of action, are determined by the size and strength 
of the bodily members. When we wish to judge of 
a vessel's power of progression, we naturally desire 
first to be informed of the horse-power of the engines, 
as we know the greater their horse-power, the greater 
will be their relative power of propulsion. Power 
to the body, then, is what the horse-power of the 
engines is to a ship. 

The reciprocal dependence of the degree of vitality 
within us, and the strength of the body on each 
other, must lead us to cultivate each through the 
other. This is to be done by judicious and careful 
attention to the general health, an abundance of 
good air, plenty of muscular exercise, but an avoid- 
• •e of prostration or over-exertion; by a suffi- 



THE SCIENCE OF MEMORY. 37 

ciency of sound, undisturbed sleep, wholesome and 
nutritious food, and drinks temperately indulged in 
at regular intervals of time, early hours of reposing 
and rising, habitual cleanliness, and appropriate 
clothing ; by great regularity in the habits, which 
at any time, whatever their nature, must be modified 
or changed only gradually, as we observe is the case 
in all the changes and alterations in the outer world ; 
by a diligent avoidance of those things which an 
intelligent observation has proved in each individual 
case to be injurious or detrimental to the corporeal 
or mental well-being. 

The body might most accurately be likened to an 
engine, of which its owner is himself the stoker and 
engineer, and he has as much command and influ- 
ence over it as these have over their senseless 
machines. 

A constant state of activity is necessary to pre- 
serve the brain in health equally with the body ; but 
to maintain its tone and vigour it must not be em- 
ployed to a degree causing over-fatigue or much 
prostration, as a beneficial reaction does not then 
follow, and the parts thereby become enfeebled. 
Exertion is judicious and healthful according to the 
degree of pleasant reaction that succeeds it. 

While in a state of wakefulness, some of the 
senses of the brain must constantly be at work 
taking impressions to the mind, therefore it is desir- 
able that the mind should be continuously employed 



38 Till: SCIENCE OF MEMORY. 

on carefully selected subjects, or, if it is not given 
work to do, it will roam at liberty according to its 
range of thought, and will speedily discover some 
for itself. 

In order to preserve the mind and the brain in a 
high state of strength and health, great placidity 
and equanimity should always be maintained, and 
eagerness, haste, enthusiasm, and immoderate or 
unnatural stimulus avoided and guarded against. A 
moderate amount of stimulus, however, whether 
affecting primarily the mental faculties, or more 
immediately the corporeal frame, must in all cases 
have a beneficial tendency; but excess of either 
kind, however partial, is followed by unhealthy re- 
action and depression, and is accordingly debilitating 
and malefic. Further, cultivate constantly a deep 
consciousness of all that transpires around, and of 
everything brought before the notice, as a strong 
mind is conscious of things in a high degree, and a 
feeble one to a much more limited extent. 

A wise attention to the foregoing observations 
will ensure good and pure blood being generated in 
a vigorous frame, and the fibrous part will gradually 
acquire such tone, that a square inch of flesh would 

tain a much greater weight than such from a per- 
son who did not thus assiduously and carefully attend 
to his health. The brain will be strong and healthy, 
the spirits cheerful and buoyant, and the judgment 
decisive. The perceptions will be ready, subtle, com- 



THE SCIENCE OF MEMORY. 39 

prehensive, precise and enduring, as opposed to slow, 
heavy, partial, temporary and uncertain. Occupa- 
tions, pleasures and studies, will be entered into with 
energy and zest. Besides, the more complete the 
attention thereto, the greater is the degree in which 
a person exists, and the more essentially is he indi- 
vidual and himself. 

The object of adverting to these physiological 
facts and deductions is, to indicate to our students 
the necessity, before having recourse to artificial aids 
for the improvement of the memory, of firstly en- 
deavouring to raise the organs through which this, 
in conjunction with the other faculties, operate, to 
as high a standard of health and natural power as 
possible ; by which not only is the native capability 
of this particular faculty enhanced, but the ability 
of applying the artificial aids is proportionately in- 
creased. 

John Locke, in his Human Understanding , notices 
the different degrees of tenacity with which ideas are 
remembered in different people. As his observations 
thereon are prefaced by some beautiful remarks, the 
passage entire is given : — " The memory of some, it 
is true, is very tenacious, — even to a miracle : but 
yet there seems to be a constant decay of all our 
ideas, even of those which are struck deepest, and 
in minds the most retentive ; so that if they be not 
sometimes renewed by repeated exercise of the 
senses, or reflection on those kind of objects which 



tO THE SCIENCE OF MEMORY. 

at first occasioned them, the print wears out, and at 
last there remains nothing to be seen. Thus, the 
ideas, as well as children, of our youth, often die 
before us; and our minds represent to us those 
tombs to which we arc approaching; where, though 
the brass and marble remain, yet the inscriptions 
are effaced by time, and the imagery moulders away. 
The pictures drawn in our minds are laid in fading 
colours, and if not sometimes refreshed, vanish and 
disappear. How much the constitution of our bodies 
and the make of our animal spirits are concerned in 
this, and whether the temper of the brain makes 
this difference, that in some it retains the characters 
drawn on it like marble, in others like freestone, and 
in others little better than sand, I shall not here in- 
quire, though it may seem probable that the consti- 
tution of the body does sometimes influence the 
memory, since we oftentimes find a disease quite 
strip the mind of all its ideas, and the flames of a 
fever in a few days calcine all those images to dust 
and confusion, which seemed to be as lasting as if 
graved in marble/' 

It cannot be doubted but that the primary reason 
of ideas gradually passing away from the mind must 
be -ought for in the fact of the body undergoing 
such constant change, alteration, and recuperation. 
Were the body not liable to such mutation, the 
command of the impressions, of which the mind has 
been conscious, would likewise not be so mutable. 



THE SCIENCE OF MEMORY. 41 

The greater the strength of the body, the higher 
the tone of the system, and the purer and more 
healthy the circulating fluid, the nearer will im- 
pressions approach, by the tenacity with which they 
are remembered, to the resemblance of being en- 
graven on marble. 

While there is no means of influencing directly 
the organic constitution of this faculty without affect- 
ing all the others also, so likewise by artificial cul- 
tivation it cannot be much improved without the 
other faculties participating in it more or less. From 
the intimate dependence and relationship of all the 
faculties with each other, whatever affects detri- 
mentally or beneficially one will influence in like 
manner the others, according as their relationship is 
immediate or remote. Hence, if by cultivation the 
faculty of remembrance (in this case, the power of 
voluntary reproduction) is much improved, the facul- 
ties that will benefit by the same will be, firstly, the 
perceptives, and after these the ratiocinative, etc., 
and the other powers of the* mind will be modified 
accordingly. 



CHAPTER II. 

THE MIND'S ATTRIBUTES — THE NATURE OF IDEAS — IDEAS DI- 
VIDED INTO TWO GREAT CLASSES — THREE PROPOSITIONS 
HENCE ENSUE FOR REMEMBERING THEM IN COMBINATION 
—THE FACILITY WITH WHICH IDEAS UNITE DEPENDENT 
ON THEIR AFFINITY — RULES AND EXERCISES ON ASSOCIAT- 
ING IDEAS UNDER THE THREE PROPOSITIONS. 

The attributes of the mind more immediately are 
perception, reflection, memory, and imagination ; the 
latter, however, would seem to be a derivative of the 
former, or at least greatly dependent on them in its 
operations. 

Perception is that faculty by which the mind be- 
comes conscious of anything. Reflection is that by 
which the mind draws inferences and conclusions 
from previous knowledge. Imagination is that power 
of the mind of forming fictitious representations of 
things, ideal pictures, or of exhibiting things before 
itself in a manner and under conditions not war- 
ranted by reason or fact. 

Memory is that faculty by which impressions, of 
which the mind has at any time become conscious, 
are subsequently reproduced. We see that, literally, 
it only refers to the act of recalling or bringing back 
to consciousness previously conceived ideas ; but as 



THE SCIENCE OF MEMORY. 43 

the power and the degree with which it is capable of 
doing this is entirely dependent on the manner in 
which ideas are presented to the mind to produce 
impressions, we shall consider it more especially with 
regard to this latter, as the simple act of recollecting 
is in the majority of instances quite involuntary, and 
only otherwise when the mind has to seek its asso- 
ciations, that is, the objects or ideas with which the 
required idea may be allied or possess affinity, the 
recurrence to which will bring the one we wish back 
again. It should, therefore, be our object so to 
impress the ideas on the mind, that we might be able 
to reproduce them with facility when required. 

An idea is a sensation, a material object, or a 
mental conceit. Everything that is presented to the 
mind is an idea ; either simple, as iC boat," or more 
or less compound, as " a tall, dark, agreeable look- 
ing, and benevolent man" 

The more simple ideas are, the readier they are 
apprehended, the clearer they are perceived, and the 
easier they are of remembrance ; the more com- 
pound and intertwined they are, the opposite will be 
the case. Now, it is a psychological fact, well as- 
certained, that two distinct ideas cannot exist sepa- 
rately before the mind ; either the one will expel the 
other by succeeding it, or else they will coalesce with 
each other by reason of there being some relation- 
ship, apparent or real, between them. Thus, also, 
two separate trains of ideas cannot remain in the 



1 1 THE SCIENCE OF MEMORY. 

mind ; they must cither coalesce, or one must expel 
the other, as the attention or consciousness cannot 
be concentrated on more than one at a time. From 
the frailty or the peculiar construction of the mind, 
there is an inherent tendency to the constant diver- 
sion or change from what we may term consequent 
attention. 

It would be well if the foregoing were better un- 
derstood, for we here see that if an unpleasant train 
of ideas should at any time occupy the mind, it is 
not very difficult to be ejected by the exercise of the 
innate power we possess of substituting another 
train of ideas of a different character and tendency, 
and keeping the attention fixed actively thereon. 
This accounts for the ability of those who, borne 
down with difficulties, sufferings, and trials, can, 
nevertheless, bear up with equanimity, cheerfulness, 
and even buoyancy of spirits, supported by the con- 
solations of religion, and afforded the power of con- 
centrating the mind on pleasing and hopeful ideas or 
thoughts, in lieu of the dark and disquieting ones 
arising naturally from their situation. 

To return ; ideas are remembered naturally by their 
being connected in the mind with other ideas, and in 
the process of recalling them, we endeavour to see what 
particular idea or ideas preceded or followed others. 

No idea can remain in, or be recalled to the mind, 
unless it be united by what is termed association 
with some other idea or ideas. 



THE SCIENCE OF MEMORY. 45 

All ideas have a tendency to join or unite with . 
other ideas, but the degree in which this tendency 
exists is in proportion to the relationship and affinity 
that exist between them, and according to the extent 
with which we are familiar with them. For instance, 
bud and flower are two distinct familiar ideas, and 
their tendency to coalesce, and of the mind to re- 
member them in conjunction, is very great, from 
our knowledge of the one being a previous state of 
the other. But Nebuchadnezzar and Hyleosaurus 
are two comparatively unfamiliar ideas, and their 
tendency to unite is small, as the relationship and 
affinity that exist between them is proportionately 
small. 

Ideas are divided into two classes, familiar and 
unfamiliar. An idea is termed familiar when, on its 
mention, many other ideas arise with it in the mind, 
or when much is known in connection therewith, as 
ship ; and the degree in which an idea is familiar is 
proportionate to the number of other ideas that arise 
with it in the mind, or what is known in relation 
to it. An unfamiliar idea is one that causes but few 
others to arise on its mention, and with which the 
mind has but little acquaintance, as Nebuchadnezzar 
or Hyleosaurus. 

The three following propositions are presented to* 
the mind in associating ideas, that is, for the purpose 
of remembering two in conjunction : — 

1. One familiar idea with another familiar idea. 



46 THE SCIENCE OF MEMORY. 

This proposition is tlie most frequent that occurs in 
the process of remembering, from the fact that ideas 
we are acquainted with are constantly recurring 
r new and varied combinations. 

:2. A familiar idea with an unfamiliar one, that 
is to say, an idea we are well acquainted with, with 
another about which we know nothing, or have 
but an initial knowledge. This proposition is of 
frequent occurrence, though more particularly so in 
youth. 

3. An unfamiliar idea ivith another unfamiliar one, 
that is, such an one with which we have none or 
but very slight acquaintance, with another of a like 
description. 

These ideas again consist of two kinds, namely, 
substantial ideas, that is, such as are impressed 
upon the mind through the senses, and abstract 
ideas, or such as exist only to the mind. Those 
that are perceptible by the senses are the easiest of 
remembrance, but those received through the me- 
dium of the eye make the most vivid and lasting 
impressions. 

The nearer the relationship, or the more affinity 
there exists between two ideas, the more easily they 
unite or associate together in the mind; and conse- 
quently the more remote the relationship, or the 
less affinity there is between ideas, the more dif- 
ficult we find they are to unite. For example, 
child and cradle, or boat and water, will unite 



THE SCIENCE OF MEMORY. 47 

more readily and firmly than cat and cloud, or sheep 
and poet. 

We will now proceed to a few exercises on asso- 
ciating ideas of various kinds, which the pnpil is 
requested to master thoroughly before proceeding 
further. The following are such as fall under the 
first proposition, and are easy of association from 
their uniform relationship with each other, either 
natural or fortuitous. 

Rules* Take only two ideas at a time. Let 
them approach each other in the mind as near as 
possible, and picture them before it as distinctly as 
the character of them will admit. Compare them 
closely in order to see what relationship there may 
be between them, to observe what seems their most 
natural connection, and to search out any charac- 
teristics they may have either in common with, or 
particularly antagonistic to each other. Avoid haste, 
and give the mind time to dwell sufficiently on each 
pair to obtain a proper impression. By observing 
these directions, it will only be necessary to repeat 
them once. 

Exercise I. 
1. Cradle. 

Infant. 2. Infant. 

Boy. 
3. Boy. 

School. 4. School. 

Master. 



IS 



THE SCIENCE OE MEMORY. 



5, 


Master. 








Book. 


6. 


Book. 
Lesson. 


7. 


Lesson. 








Top. 


8. 


Top. 
Cane. 


9. 


Cane. 








College. 


10. 


College. 
Gown. 


11. 


Gown. 








Soldier. 


12. 


Soldier. 
Sworcl. 


13. 


Sword. 








Horse. 


14. 


Horse. 
War. 


15. 


War. 








Wound. 


16. 


Wound. 
Hospital 


17. 


Hospital. 








Medal. 


18. 


Medal. 
Wife. 


19 


. Wife. 








Country. 


20. 


Country. 
Farm. 



The following ideas are still of the kind falling 
under the first proposition, but have not the degree 
of relationship with each other that those in the 
preceding exercise have. 



THE SCIENCE OF MEMORY. 49 

The method of proceeding is the same as in the 
last exercise. To unite them firmly, though they do 
not seem to possess much natural connection, it will 
be found quite sufficient to take two at a time, and 
form a separate and distinct picture of them, either 
joined together, or as proximate to one another as 
they will admit of, and represent them to the mind 
with as great a semblance of reality as possible ; 
then, directly one idea is named, the other will follow 
it with as much certainty as, when given the part of 
a known object, the remainder — the whole, arises 
before the mind as immediately as the transmission 
of consecutive thought can take place. Thus, we 
form a number of mental images, one leading on to 
the next with as much regularity and precision as in 
passing along a chain, one link conducts to the next 
in order. 

Exercise II. 
Bow. 



Tea. 


Tea. 




Hive. 


Hive. 




May. 


May. 




Hall. 


Hall. 




Inn. 


Inn. 




Hare 


Hare. 




Hedge. 





.-,() 



\ 



THE SCIENCE 


OF MEMORY. 




Hedge. 




Key. 


Key. 




Baize. 


Baize. 


TWhv 


Baby. 


AjcLUj • 

Bat. 


Bat. 




Beef. 


Beef. 




Beam. 


Beam. 




Ball. 


Ball. 




Bone. 


Bone. 




Beer. 


Beer. 




Beech. 


Beech. 




Book. 


Book. 




Daisy. 


Daisy. 




Top. 


Top. 




Toast. 


Toast. 




Dove. 


Dove. 




Tomb. 


Tomb. 




Deal. 


Deal. 




Tin. 


Tin. 



Door. 



THE SCIENCE 


OF MEMORY. 


Door. 




Dish. 


Dish. 




Duck. 


Duck. 




Vice. 


Vice. 


Whip. 
Weed. 


Whip. 
Weed. 




Wife. 


Wife. 




Foam. 


Foam. 




Wheel, 


Wheel. 




Wine. 


Wine. 




Wire. 


Wire. 




Watch. 


Watch. 


Wing. 


Wing. 


Mouse. 


Mouse. 


Map. 
Mat. 


Map. 

Mat. 




Muff. 


Muff. 




Mummy. 
Mill. 


Mummy. 
MiU. 


Man. 


Man. 




Mayor 



51 



d 2 



52 THE SCIENCE OF MEMORY. 



Mayor. 




Match. 


Match. 




Mug. 


Mug. 




Lace. 





Having accomplished the preceding easy exercises, 
we have now to pass on to those of a more difficult 
nature, such as fall under the second of our propo- 
sitions, namely, that of connecting familiar with 
unfamiliar ideas. 

We have seen that the simpler and more familiar 
ideas are, the more easily and clearly the mind ap- 
prehends them ; and the exact opposite is necessarily 
the case with the unfamiliar, proportionate, however, 
to the degree in which they are difficult, and the 
extent to which they are unfamiliar. Now, all ideas 
that are difficult and unfamiliar can, at least with 
very few exceptions, be reduced or changed to others 
of a familiar character. 

These latter, which we shall term substitute ideas } 

because they represent and lead the mind on to 

others, possess all the advantages that other familiar 

ideas offer, and from some initial similarity will 

est the unfamiliar ones. 

To associate the ideas field and Massachusetts is 
an example under the second proposition. The idea 
Massachusetts would be classed as unfamiliar, for it 
does not present anything to the niindso clear, defi- 



THE SCIENCE OF MEMORY. 53 

nite, and tangible, as what we understand by a 
familiar idea. Then to change this into a familiar 
idea, one that will readily suggest the remainder of 
the word, we have only to take the negro expression 
Massa, whence it is derived, or the still shorter and 
more familiar, but in this case less suggestive idea, 
mass. Either of these it will be found will most 
readily associate with field. 

Again, suppose for example it was necessary to 
think of bash in connection with Denmark. These 
ideas possess no natural attraction towards each 
other, but if the first syllable den is used, which will 
readily suggest Denmark, it will be seen that bush 
and den become two familiar ideas, do then possess 
the required attraction, and will easily associate. 
The same in a greater or lesser degree is the case 
with all such words. 

This mode of proceeding may at first seem labo- 
rious and roundabout, and will undoubtedly be ob- 
jected to as such by some few whose minds are too 
lethargic and indolent to profit by it, but to those 
with a little patience and diligence it will soon seem 
the natural process, become ready and easy, and 
possess the advantage of almost invariably effecting 
its object. 

To obtain substitutes or familiar ideas from un- 
familiar terms, they should be selected as fol- 
lows : — 

1. From the whole word, by taking another one 



T) I THE SCIENCE OF MEMORY. 

like it with a different meaning, as china, the article, 
for the country China, or amazon, the female, for 
the river Amazon, etc. 

2. From some word similar in sound, as grease for 
Greece, or chilli, the capsicum, for the country 
Chili, etc. 

3. From the parts of a word, as water for 
Waterloo, chick for Chickahominy, ink for Inker- 
mann, or deck for Melchizedek, etc. It is always 
desirable to form the familiar idea, where possible, 
from the first syllable, as it suggests the unfamiliar 
idea more readily than when the substitute is selected 
from the middle or the end of a word. 

1. From ideas that in pronunciation give a sound 
like the initial portion of the unfamiliar terms, as 
cot for Kotzebue, or nib for Niebuhr, etc. 

5. From any idea with which the word is usually 
connected, that will with certainty recall the more 
unfamiliar term, on the same principle that pipe will 
recall tobacco, and wire the telegraph, etc. 

6. Or another meaning of the word may be em- 
ployed for association, as house for habitation, or 
face for physiognomy, etc. 

The object in view, as will be seen from the fore- 
going, is to substitute the most familiar idea that 
can be thought of, for another that presents diffi- 
culties in associating, or over which the mind has 
not the same command that it has over a strictly 
familiar idea. For this purpose, any idea, however 



THE SCIENCE OF MEMORY. 55 

apparently ridiculous and inappropriate,, that will 
accomplish the object easily and surely, is as good 
and as pertinent as the best medium. 

It will be necessary to import another principle of 
association into the next exercise; that of intro- 
ducing an intermediate link, consisting of a short, 
relevant, familiar phrase, between any two ideas, 
where the natural power of association between them 
may not be sufficiently strong to insure their recur- 
rence to the mind in conjunction. The advantage of 
this means of connecting two words or ideas that 
seem so entirely opposed to each other, and so an- 
tagonistic as to possess apparently no possible rela- 
tionship, can hardly be over-estimated. 

Example. 1. Ant with Star. 

„ 2. Mandarin with America. 

The tendency of these ideas to coalesce is not 
great, therefore some such intermediate phrases as 
the following should be used to unite them. 

1 . The Ant possesses such industry, that if found 
in a man would make him a wonder and a Star. 

2. A Mandarin could not be more out of his 
element than in America. 

Example. 3. Horseradish with Cathedral. 

In this instance the following intermediate phrase 
might be used to connect the ideas. 

Horseradish may yet be grown by Macaulay's 
New Zealander on the site of this Cathedral. 

Two such ideas as the last, however, might be 



T>() THE SCIENCE OF MEMORY. 

associated in other ways, according to the tastes and 
predilections of the students. The horseradish might 
be pictured to the mind as growing, or having been 
found, in the cathedral. Again, they could be re- 
duced to the two more familiar ideas, horse and cat, 
and pictured to the mind as a horse playing with a 
cat. The horse will then easily lead the mind to 
horseradish, and the cat to cathedral. 

Such are the principal devices or aids for connect- 
ing two ideas that may have no relationship in 
common, but it is impossible to indicate which form 
of association, or even which phrases to use between 
any two ideas ; as that which might prove the best to 
one mind, from the diversity of taste, education, etc., 
might not prove so to another, though a little 
practice will soon lead the student to select in- 
tuitively that which in each case is most adapted to 
his mind. 

The intermediate phrases it is always desirable to 
make as concise as possible, that they may prove no 
burden to the mind. Those that first suggest them- 
selves will very often be found the best. 

Wliere a difficulty may be found in introducing a 
relationship between two ideas, the mere endeavour 
to establish such will in very many instances be quite 
sufficient to fix them firmly together, on the principle 
that, the nearer two ideas are brought together in the 
mind, the more easily they are remembered in con- 
junction. 



THE SCIENCE OF MEMORY. 57 

The intermediate links may seem a cumbersome 
method of connecting ideas, but it will be found in 
practice much less so than it appears, for the flash 
of thought through the mind is so rapid that its pas- 
sage from one idea to another, even over the inter- 
mediate link, is almost instantaneous. They offer 
very little burden to the mind, for they are very 
easily remembered where simple and pertinent ones 
are selected. Besides, the formation of appropriate 
phrases will be found greatly to promote the ima- 
gination and reflective faculties. 

The phrases, which are merely arbitrary asso- 
ciations, should be allied as nearly as possible to 
what seems the natural connection between the ideas, 
or otherwise as diametrically opposed to it; contrast I 5 
being, as we have seen, one of the strongest prin- 
ciples at work in the human mind in associating 
ideas. Hence, opposed to relevance and propriety, 
the more absurd and grotesque the connection esta- 
blished between two ideas, the more strikingly they 
are impressed on the mind, and the easier they are 
of recall. Therefore, if in the selection of a phrase- 
association, one of an absurd or grotesque character 
appears to the mind, it is altogether undesirable to 
hesitate for the purpose of finding a more reasonable 
and appropriate one, if the one firstly alighted on 
will surely serve the purpose. So long as the end 
desired can be accomplished, it matters not much on 
which principle of association it is encompassed. 



58 THE SCIENCE OF MEMORY. 

Exercise III. 

To connect a series of familiar ideas alternately 
with unfamiliar words, between which there is no 
natural connection whatever, in such a manner that 
they can be repeated regularly either backwards or 
forwards. 

Rules. — Reduce the unfamiliar ideas to the greatest 
simplicity possible, to notions as palpable and fami- 
liar as the words will admit of, being careful to select 
such as possess sufficient suggestive power to insure 
the certainty of their recalling the ideas they repre- 
sent. 

Repeat the substitute-idea over once or twice in 
the mind in order to be certain that it will instantly 
recall the unfamiliar idea. 

Proceed as before in associating familiar ideas; 
but under no circumstances pass on from one idea 
until it is firmly associated with the preceding one, 
as otherwise a link in the chain of connection may 
be destroyed. 

Where the power of associating naturally is small 
and defective, use an artificial association or an in- 
termediate idea. 

Field. 

~M assachuset t s . M assachusett s . 

AVood. 
Wood. 

Amazon. Amazon. 

Needle. 



THE SCIENCE 


OF MEMORY. 


Needle. 
Agate. 


Agate. 




Bottle. 


Bottle. 




Agrippa. 


Agrippa. 




Bush. 


Bush. 




Denmark. 


Denmark. 




Church. 


Church. 




Chickahominy. 


Chickahominy. 




Card. 


Card. 




Russia. 


Russia. 




Pen. 


Pen. 




Wolsey. 


Wolsey. 




Brick. 


Brick. 




Turin. 


Turin. 




Paper. 


Paper. 




Trafalgar. 


Trafalgar. 




Candle. 


Candle. 




Soult. 


Soult. 




Coal. 


Coal. 




Beauregard. 





59 



GO THE SCIENCE OF MEMORY. 





Beauregard 




Lace. 


Lace. 




Tychoon. 


Tychoon. 




Ape. 


Ape. 




Butler. 


Butler. 




Castle. 


Castle. 




Delhi. 





The next exercise will be one falling under the 
third proposition; namely, to connect unfamiliar 
ideas with other unfamiliar ideas. 

In this case the method of proceeding is very 
similar to that in the preceding exercise. We con- 
vert the unfamiliar ideas into others as familiar and 
suggestive as possible, such as on being presented 
to the mind shall with certainty recall the former. 
Then take two at a time, and associate as in the pre- 
vious .exercises. 

In the event of the unfamiliar idea being so en- 
tirely unfamiliar, that the familiar one formed there- 
from would not infallibly call up the other, the fol- 
lowing expedient may be employed, which, in the 
majority of instances, will be found fully to meet the 
case. Take the unfamiliar idea, and pronounce it 
very slowly for the purpose of educing from it some 
familiar phrase, e.g., Mississippi, whence we should 
get Miss his hip eh ! Massachusetts, whence we 



THE SCIENCE OF MEMORY. 61 

should get Massa choose it ; and in a similar manner 
phrases may be formed from the majority of difficult 
words, more or less simple and approximate in sound 
to the original word. Having formed the phrase, 
the leading word must be selected as the familiar 
idea for associating. The process will then stand 
thus : the familiar idea will firstly recall to the mind 
the familiar phrase, and from this the mind will easily 
pass to the first unfamiliar idea. Then we revert to 
the familiar one to take the other idea that it is 
associated with, which we shall deal with in like 
manner, and so on to the end. 

One more illustration will suffice to render the 
plan perfectly clear. We will take the word Melchi- 
zedek. If we articulate it slowly, we shall easily get 
the phrase may kiss a deck, which is so similar in 
sound that in rapid pronunciation it might easily be 
mistaken for it. Hence, given the idea deck, the 
phrase may kiss a deck will easily succeed it in the 
mind, and the transition to the required unfamiliar 
idea will be equally as ready. In this instance the 
familiar idea for associating with a succeeding word 
would be either kiss or deck, whichever of the two 
might prove most convenient. 

This plan, which in description may seem tedious 
and circuitous, will in practice be found very easy 
and efficacious, and to a certain extent a natural one, 
as, when such difficult words are first met with, the 
mind intuitively, and almost without a person's being 



62 



THE SCIENCE OF MEMORY. 



conscious of it, makes use of some analagous opera- 
tion by means of which to recollect them when it is 
desired. 

It will not often be necessary to call in the aid of 
this plan, for the familiar substitute-idea in con- 
junction with the very great power of localization 
ever active in the mind, will usually be quite sufficient. 

It will be necessary to proceed very slowly with 
the following exercise, and to read down the list a 
second time in order to establish the familiar ideas 
as substitutes for the others. 



Exercise 


IV. 


Kotzebue, 


cot. 


Niebuhr, 


nib. 


Melchizedek, 


deck. 


Coromandel, 


core. 


Vansittart, 


tart. 


Janiculum, 


jenny. 


Horsa, 


horse. 


Hengist, 


hen. 


Herbelot, 


herb. 


Manchester, 


chest. 


Sombrero, 


sombre 


Kamschatka, 


cat. 


Pomerania, 


rain. 


Livingstone, 


living. 


Liverpool, 


pool. 


Fortiguerra, 


fort 



THE SCIENCE OF MEMORY. 



63 



Rochejaquelin, 


roach. 


Juan Fernandez, 


fern. 


Leverrier, 


lever. 


Lucknow, 


look. 


. Charlemagne, 


Charley. 


Parramatta, 


matter. 


Hippopotamus, 


hip. 


Gottingen, 


got. 


Chickaliominy^ 


chick. 


Fronto, 


front. 


Moliere, 


mole. 


Newton, 


ton. 


Laperouse, 


lap. 


Kurdistan, 


curd. 


Wooloomooloo, 


wool. 


associate 




Cot. 




Nib. 


Nib. 




Deck. 


Deck. 




Core. 


Core. 




Tart. 


Tart. 




Jenny. 


Jenny. 




Horse 


Horse. 




Hen. 


Hen. 




Herb. 



Gl 



THE sci i N 


Or MEMORY. 


Herb. 




Chest. 


Chest. 




Sombre 


Sombre. 




Cat. 


Cat. 




Rain. 


Rain. 




Living. 


Living. 




Pool. 


Pool. 




Fort. 


Fort. 




Roach. 


Roach. 




Fern. 


Fern. 




Lever. 


Lever. 




Look. 


Look. 




Charley. 


Charley. 




Matter. 


Matter. 




Hip. 


Hip. 




Got. 


Got. 




Chick. 


Chick. 




Front. 


Front. 




Mole. 


Mole. 




Ton. 


Ton. 




Lap. 



THE SCIENCE OF xMEMORY. 65 

Lap. 

Curd. Curd. 

Wool. 

It would be a good plan to form other lists of the 
most difficult words that can be selected, in order to 
practise this method thoroughly, and to stimulate 
the ingenuity. 



CHAPTER III. 

PHB DEEPEST IMPRESSIONS RECEIVED THROUGH THE SENSES — 
NATURE OF ABSTRACT IDEAS — RULES FOR ASSOCIATING THEM 
— EXERCISE OF SUBSTANTIVE AND ABSTRACT NOTIONS— THE 
SAME ASSOCIATIONS NOT EQUALLY USEFUL TO ALL — EX- 
ERCISE ENTIRELY OF ABSTRACT NOTIONS. 

We find that those ideas are the easiest to impress 
on the mind that are perceptible by the senses proper. 
Those through the eye first, and the ear next., make 
the >paost lively impressions thereon. 

Hitherto we have been dealing with substantive 
ideas, or such as possess a sensible, material exist- 
ence, — as things, persons, or places, which we find 
are comparatively easy to commit to the mind. The 
other class, namely, abstract ideas, are much more 
difficult of impress, as they give less tangible and 
definite notions to the mind. The consideration of 
this latter kind will form the subject of the present 
chapter. 

Abstract ideas are simply mental perceptions ex- 
isting only in the mind, as virtue, homage, justice, 
etc.j in contradistinction to those that are appre- 
hended through the senses, — as boat, glove, dog, etc. 

In associating these abstract ideas, we find chiefly 
two propositions arise, namely, to unite a familiar, 



THE SCIENCE OF MEMORY. 67 

substantive idea with an abstract one, or two abstract 
ideas more or less familiar. It will be sufficient for 
our purpose to consider these two only, though they 
might be subdivided into familiar and unfamiliar of 
each class. 

The first exercise will be to associate substantive 
alternately with abstract ideas. This may be accom- 
plished in the several ways as under, according to 
the nature of the abstract notions. 

1. We symbolize the abstract idea where it will 
admit of it, thus a cross is the symbol of faith, a 
cannon or a soldier may be selected as the symbol of 
war, music or olive-branch of peace, and in this man- 
ner the great majority of abstract ideas may be re- 
presented by substantive and familiar notions. The 
symbols thus selected are associated with the sub- 
stantive ideas in the usual way by picturing them in 
the mind, etc. Suppose, for instance, the ideas were 
bun and faith, the symbol for the latter would of 
course be a cross, and to picture these together in 
the mind is very simple. 

2. Compare the ideas in order to ascertain clearly 
what affinity or relationship they may have for each 
other. 

'Example. To associate snail and sagacity. Now, 
in comparing these two ideas, it will instantly be 
seen that in the former there is an almost entire 
absence of the attribute, sagacity, and that it does 
not appear to exhibit it in any of its habits. It will 

e 2 



THE SCIENCE OF MEMORY. 

then be found that bringing these two ideas together, 
and analysing them thus to discover the natural re- 
lationship between them, will so unite them, that in 
future it will be difficult to think of the one without 
the other. 

Two ideas thus brought in conjunction, and ce- 
mented by this process, will, with the aid of the loca- 
lising faculties of the mind, previously alluded to, 
become almost indissoluble. 

3. If it is found that two ideas will not conveni- 
ently unite on either of the two previous plans, the 
intermediate association may be used. 

Example. Fox and Friendship. The fox for 
poultry entertains peculiar friendship. 

This method may by some be objected to as slow 
and cumbrous, and at first it undoubtedly has the 
appearance of being so ; but in use it will be found 
this is not the case, and that practically it entails no 
further burden on the mind ; while at times it is 
fairly invaluable for the unition of ideas. 

It depends entirely on the nature of the ideas, and 
upon the knowledge and acquaintance with them, 
which of these methods would be most appropriate 
in each case. A glance will usually determine a per- 
son which to use; but, in the majority of instances, 
the comparison of two ideas will fix them together in 
the mind. 

The following exercise, then, will be to connect a 
series of substantive and abstract ideas alternately. 



THE SCIENCE OF MEMORY. 



69 



In all other propositions we proceed, associating the 
first idea with the second, then taking the mind en- 
tirely off the first one, and associating the second and 
third, etc. ; but, in instances similar to the present 
one, it is more desirable to connect together the sub- 
stantive ideas first, then to join the abstract to each 
of the latter kind that they succeed or belong to. 
The advantage attending this will be, that easy pro- 
positions are substituted occasionally for others com- 
paratively difficult, as will be seen in the following 
exercise. 



Dog. 


Sheep. 


Faith. 


Grief. 


Herring. 


Tree. 


Sagacity. 


Folly. 


Fox. 


Mud. 


Friendship. 


Knowledge. 


Horse. 


Wheel. 


Peace. 


Penitence. 


Water. 


Shilling. 


Justice. 


Clemency. 


be associated thus : — 




Dog. 




Herring. 


Herring. 




Fox. 


Fox. 




Horse. 


Horse. 




Water. 



THE SCIENCE OF MEMORY. 

Water. 

Sheep. Sheep. 

Tree. 
Tree. 

Mud. Mud. 



Wheel. 



Wheel. 
Shilling. 



The abstract ideas are then joined to these, thus : 

Dog — -faith. Sheep — grief. 

Herring — sagacity. Tree — folly. 

Fox — friendship. Mud — knowledge. 

Horse — peace. Wheel — penitence. 

Water — -justice. Shilling — clemency. 

The foregoing being thoroughly understood and 
mastered, we will try an exercise with ideas entirely 
of an abstract nature. 

The chief aid in this case must be the comparison 
of the ideas, proceeding very slowly and analysing 
them, thus bringing them close together in the mind. 
The intermediate idea association can, however, at 
times be adopted with great advantage, or symbols 
substituted where found convenient. 

It is necessary to observe again that it would be 
altogether useless to give here the arbitrary and arti- 
ficial associations between ideas, as from the different 
degrees of acquaintance with the ideas, and the great 



THE SCIENCE OF MEMORY. 



71 



diversity of tastes in people, it would be impossible 
to give those that should seem equally pertinent and 
useful to all. It would be found, if several persons 
were selected, and two or more ideas were given 
them to join together, that with each one the asso- 
ciations chosen would in some manner vary; and 
that those which would appear to one mind striking 
and impressive, to his neighbour's would in most cases 
prove different, or altogether the reverse. Hence, it 
has not been considered advisable to indicate any 
particular associations between ideas in the exercises 
given, as the students might force their minds to ac- 
cept them when they would not have been chosen 
naturally, and thus rather hamper the mind than 
facilitate its operations. 





Exercise VI. 


Humour. 




Praise. 


Praise. 




Glory. 


Glory. 




Power. 


Power. 




Humility. 


Humility. 




Rectitude. 


Rectitude. 


Trivni "Hi n p 


Torpitude. 


J. UI UllUUd 

Pleasure. 


Pleasure. 




Gratitude. 






72 



THE SCIENCK 01' MEMORY. 



Gratitude. 




Malignity. 


Malignity. 




Hope. 


Hope. 




Benevolence. 


Benevolence. 




Charity. 


Charity. 




Variety. 


Variety. 




Wickedness. 


Wickedness. 
Theory. 


Theory. 




Reverence. 


Reverence. 
Shame. 


Shame. 




Selfishness. 


Selfishness. 




Happiness. 





CHAPTER IV. 

IDEAS UNITE ACCORDING TO CERTAIN LAWS — THE TENDENCY 
OF ONE IDEA TO RECALL ANOTHER NO GUARANTEE OF ITS 
DOING SO — THE LAWS ON WHICH IDEAS UNITE IN THE 
MIND — A THOROUGH KNOWLEDGE OF THEM IMPORTANT — 
REMARKS ON THE APPLICATION OF THE PRINCIPLES. 

Haying dwelt fully on the nature of ideas, and the 
simplest methods of uniting them, in the course of 
which we have seen that some associate most readily 
while others are found difficult to do so, it now re- 
mains to glance a little more in detail at the laws 
that govern the same, and which are in constant ope- 
ration in the mind in the reception of ideas, in order 
to enable us the more easily to determine what arti- 
ficial associations to employ, and to understand the 
natural tendency of particular ideas to unite. 

No idea can be connected with another without 
conformity to some law or laws, or without there 
being some reason or cause for the connection taking 
place. These reasons or causes which operate to 
unite ideas we term the " laws of association." 

Ideas may recall other ideas with which previously 
they have never been in conjunction before the mind, 
in which case the mind recognizes a natural connec- 
tion or affinity on one or more of these laws of asso- 
ciation. 



7\ THE SCIENCE OF MEMORY. 

The tendency of one idea to recall another is pro- 
portionate to the natural connection between them ; 
but, however great this affinity may be, no idea can 
be certain to recall another with which it has not 
previously been before the mind in conjunction. 

The following then are the laws that govern the 
association of ideas, which must be thoroughly under- 
stood before any great proficiency can be made in the 
art of joining ideas together, which latter is the key- 
stone of memory, — whether natural or studied. 

1. Proximity or conjunction. 

2. Contrast or oppositeness. 

3. Similarity or analogy. 

4. Dependence or relationship. 

5. Cause and effect or consequence. 

It is an established law, that the more of these 
principles there are in operation at one time to fix 
two ideas together in the mind, the deeper will be 
the impression produced, the stronger will be the 
tie between them, and consequently the greater 
the probability that on one being given to the mind, 
the others that should follow or precede it will arise 
with it. 

1. Proximity or conjunction, either in time or 
place, is the most frequent principle operating to join 
ideas. It is that by which any objects presented to 
the mind, either in proximity or attached to one 
another, when one is subsequently called up, the 



THE SCIENCE OF MEMORY. 75 

others will accompany it. Thus, if you had been 
accustomed to see a particular picture on a wall, and 
it were afterwards removed, the wall will at all 
times suggest the picture, and vice versa. Again; 
if you meet two friends, and afterwards mention 
one, the other will recur to the mind also, or they 
will both arise in the mind if the time and place be ( 
referred to. If you sit down to dine with a party of 
friends, they can all subsequently be enumerated by 
recalling the one who was seated next to the head, 
then the next one, and so pass round the table. On 
this principle, a hymn or song will suggest the tune 
it usually accompanies, and vice versa. Also, by 
this all the shops in the longest street may be re- 
membered by carefully noting each one succeeding 
another. A portion will suggest the whole; thus, 
the head of a person recalls the complete individual, 
and a portion of a song suggests the other part, etc. 
Anything occurring at a particular time, given the 
time, the circumstance will arise in the mind. 

The nearer two objects approach one another, the 
greater will be the tendency of each to recall the 
other, e. g., 

Man. Wood. 

Man. Wood. 

Man. 
Wood. 



7G THE SCIENCE OF MEMORY. 

Again : 



A 

i 



1 



t 



.1 



A* 
It 

t? 

§} 

2. Contrast or oppositeness is the principle acting 
next in strength and frequency to connect ideas. 
It is that by which ideas have a tendency to recall 
others to which they present a contrast or contra- 
riety ; and the more complete the contrast or dis- 
similarity, the livelier will be the impression they 
will produce, and the greater the tendency of each 
to recall the other. Thus, if you meet a very hand- 
some lady with a very ugly husband, the liability of 
each to recall the other will be very great. Again ; 
if you were told that Mr. Green was a great dullard, 
but had an intimate friend, Mr. Sapientia, who was 
a learned and sagacious man, the tendency to re- 
member the two in conjunction would be very great. 

All ridiculous and erroneous ideas have a ten- 



THE SCIENCE OF MEMORY. 77 

dency, according to the degree in which they are . 
so, to recall that which establishes the absurdity 
and error. 

All antithetical expressions, such as good and evil, 
light and darkness, etc., are easy of remembrance, 
and ideas that have a tendency to an antithetical 
position are easy of remembrance, according to their 
approach thereto. 

The contrast may be presented to the mind in 
size, shape, colours, qualities, and in numerous forms 
of incongruity. 

3. Similarity or analogy is the next principle, and 
is that one by which ideas that possess any similarity, 
or between which there is any analogy, have a ten- 
dency to suggest each other to the mind ; and the 
more perfect the resemblance or distinct the analogy, 
the greater will be the degree in which that tendency 
exists. Thus, if you meet a person very much like 
another with whom you are acquainted, this latter 
one will immediately recur to the mind. A likeness 
or photograph puts one in mind of the subject of it, 
and a drawing or picture, of what each represents. 

The operation of this principle gave rise to the 
idea of erecting statues to the memory of those whose 
lives it was desired to keep in remembrance. 

The idea of similarity or analogy may occur to 
the mind in numerous ways, either in size, shape, 
colours, qualities, or through some circumstance or 
attribute common to each. 



78 THE SCIENCE OF MEMORY. 

4. Dependence or relationship is the principle of 
proceeding from one thing that is primary to another 
that is dependent, subsidiary, or continuous of it, 
and that is in some measure naturally connected 
with it, and vice versd. Thus, from parent one 
would easily proceed to child, from steeple to church, 
from gun to powder, from tree to the branches, 
twigs, leaves, bud, flower } fruit, etc. A rose or 
violet will conjure up the particular perfume ema- 
nating from each. 

The strength with which this principle operates 
will be in proportion to the clearness and definiteness 
of the ideas, and the obviousness of the relation 
betw(>en them. 

The dependence or relationship may be either 
natural and intimate, as tree and branch, or acci- 
dental and arbitrary, as bird and cage, sea and ship, 
fire and grate, etc. 

5. Cause and effect or consequence is the remain- 
ing principle operating to connect ideas. It is that 
by which we remember effects by the causes that 
produce them, and vice versd, and whatever is in 
any degree the resulting consequence of other ideas. 
A chop, fowl, peach, glass of wine, etc., will 
recall the sensation of taste that each gives rise to. 
Powder will suggest to the mind all the effects it 
will produce. The mention of a casualty will recall 
the origin of it. 

The strength with which this principle acts is 



THE SCIENCE OF MEMORY. 79 

according to the relative degree of causation, and 
the obviousness of the effects and their causes. This 
principle is more especially active in scientific, ma- 
thematical, and educated minds. 

A thorough comprehension of these laws will 
prove of very material service in associating ideas. 
When it is required to associate two notions firmly, 
they should be referred to these principles, to see 
under which of them the mind would associate them 
naturally, whether by dependence or contrast, etc., 
and then the natural tendency can be easily stimu- 
lated. This should always be done before the ideas 
are compared, and after practising it a little the mind 
will do it intuitively. 

When two ideas would unite only on one of the 
preceding laws, and it should be desired to form a 
stronger connection between them than would take 
place under that one, but little ingenuity will be 
required to form arbitrary associations on some of the 
other principles. 

Example. Powder and lightning. These two ideas 
would naturally unite in the mind on the law of 
similarity. The fact would immediately arise in the 
mind that they have many points of analogy, for 
instance, the flash in the discharge of powder is 
much like lightning; and again, their effects are 
equally instantaneous and awe-inspiring. Now, 
should it be desired to strengthen further this appa- 
rently natural connection between them, in order to 



80 THE SCIENCE OF MEMORY. 

give a greater certainty that on mentioning the one 
the other should accompany it in the mind, an asso- 
ciation should be formed between them on one of 
the other principles. In this case we might seek to 
establish it under cause and effect, and the mind has 
but to conceive the lightning coming into contact 
with the powder and the consequence that would 
ensue, which would be sufficient to connect them on 
this one. A little ingenuity would easily form asso- 
ciations under contrast and the remainder of the 
principles. 

It will be found usually that strong associations 
may be formed on the principle most opposed to 
that one under which the natural connection takes 
place. Thus when the ideas come naturally under 
similarity or proximity, contrast should be used, and 
when they would unite under contrast, then employ 
similarity. 

By proceeding in the manner described, the in- 
genuity will be fostered in contriving the associations, 
and the reasoning faculties developed in comparing 
and analysing the qualities and attributes of the 
ideas, and the power of connecting them will be as 
great as can ever be required or desired. 

If the ideas are thoroughly compared and brought 
together, and their relationship fully apprehended, 
it will be found that the more arbitrary and less 
natural plan of intermediate association will not 
often be required. 



THE SCIENCE OF MEMORY. 81 

Some will object that at best this method, though 
natural and sure, is slow and tedious. Slow and 
tedious, and perhaps a little laborious it undoubtedly 
seems, but assuredly this is compensated by achieving 
with certainty and confidence the end desired. 
Moreover, with a little perseverance and practice, it 
will prove very simple, and the slowness and tedium 
will diminish and be relieved by feelings of pleasure 
and interest in the mental operations involved. 

The nature of ideas, and the methods of associat- 
ing them, have been dwelt on thus patiently, as it 
forms the most important part of our subject, and 
the more clearly and intelligently they are under- 
stood and appreciated, the easier will all else that 
pertains to the art become. The process of what is 
termed learning, in reality, is little else than a joining 
of new ideas to old ones, or the formation of new 
combinations of what we call familiar ideas; hence 
it resolves itself chiefly into the art of joining ideas 
together, and presenting them to the mind in the 
manner most calculated to produce lively impressions. 
It may be likened to the trade of a chain maker, 
when, if the art of making and joining one pair of 
links is thoroughly understood, the construction of a 
chain, whatever its length and calibre, is compara- 
tively easy. Starting with one link as the basis, 
others are added until the desired concatenation is 
attained ; therefore, there is no more real art in 
making a long chain than a short one. In the same 



82 THE SCIENCE OF MEMORY. 

way with the memory; there is no more art in learn- 
ing a long and complicated piece than a short one, 
when we understand the laws regulating the unition 
of ideas. Commencing with the initiatory idea of 
tli? subject, we add another notion to it, then another 
to the last one, and so on to the conclusion, as will be 
fully illustrated in a subsequent chapter. 



\ 



CHAPTER V. 

THE DIFFICULTIES FOUND IN REMEMBERING NUMBEES CANNOT 
BE OBVIATED WITHOUT RESORTING TO EXPEDIENTS — DR. 
GREY'S PLAN THE FIRST STEP IN THEIR REMOVAL — ITS 
DEFICIENCIES — PLAN PROPOSED TO MEET, AS FAR AS POS- 
SIBLE, ALL REQUIREMENTS— EXAMPLE EXERCISE OF FORTY 
FIGURES — ITS APPLICATION TO DATES, ETC. 

In all times the small command of the mind over 
numbers for their remembrance has been felt, and 
from their nature it has been found impossible 
directly to obviate it. If we enquire into the nature 
of the difficulty, we shall find it arises from the fact 
that the figures of which the numbers are composed 
have no connection or mutual dependence on one 
another, and because between them there is very 
little difference, or rather characteristic distinction ; 
therefore, when at any time one is brought back to 
the mind, it affords no probability that the others, 
which should follow, will accompany it. Between 
the ideas ape and book there is a manifest difference, 
so much so that they would never be mistaken in 
the mind for one another, neither would any con- 
fusion arise as to which of these two ideas was in- 
tended, but between 2 and 5, 7 and 9, there is no 
such characteristic distinction. Thus suppose the 



Hi Till: SCIENCE OP MEMORY. 

number 257 were given to remember in connection 
with some thing or event; though definite in itself, 
yet, in the numerals composing it there is so little 
obvious dependence of one on the other, — so little 
local distinction to establish with certainty that the 
2 >hould precede the 5 and not follow it, — that on a 
subsequent occasion, when referring to the number, 
some hesitation wonld, in the majority of cases, be 
felt as to whether it really was 257, and not 527 or 
275, unless unusual pains were resorted to in order 
to remove the difficulty, and the attention concen- 
trated sufficiently to obtain a perfectly clear and 
distinct impression of the local and numerical rela- 
tionship of each, to do which the attention would 
require to be separately exerted several times. 

The difficulties, then, experienced with numbers 
arise, as seen by the foregoing, from the very nature 
of the numerals used to express them, which are of a 
twofold kind. Firstly, they belong to the class of 
unfamiliar ideas, as they present no clear, tangible, 
and substantial notions to the mind. Secondly, it is 
almost impossible to associate one with another, and 

ablish such a relationship between them, or mutual 
dependence on each, that one shall indicate plainly 
and at once the others preceding and following it. 

Dr. Grey seems to have been the first who seriously 
attempted to remove these difficulties, and his was 
the first step in the right direction. He perceived 
that words were easier to remember than figures, 



THE SCIENCE OF MEMORY. 85 

therefore lie employed combinations of letters — for 
they cannot be termed words — to represent the num- 
bers. For each figure he selected two letters, so that 
either might be used as most convenient. These he 
used for dates, by taking the first syllable of the event, 
and adding thereto the letters representing the figures 
of the date. 

His plan was accepted as a decided boon to 
students, and was adopted for dates to a very great 
extent in schools, but it has now in great measure 
lapsed into desuetude, for the arbitrary sounds were 
found only little less difficult than the numbers to 
commit to the memory. The drawback in the plan 
was, that the syllabic terminations used for the num- 
bers presented notions in a high degree unfamiliar, 
because harsh and meaningless. 

The following plan, however, will meet, so far as is 
possible, the impediments and uncertainties usually 
found in committing numbers to the memory. In- 
stead of learning the figures that compose the num- 
bers, we propose to substitute for them words that 
represent the most familiar ideas, and, when clearly 
understood, the plan will be found so exceedingly 
simple that a child may use it readily. 

For the formation of these words, which for dis- 
tinction we may term arithmologues, because they 
represent numbers, we assign to each figure certain 
consonants and consonant sounds, and these are 
formed into words or arithmologues, by the intro- 



86 THE SCIENCE OF MEMORY. 

duction of vowels. These arc then associated in the 
usual way with the subject idea or the arithmologue 
preceding it, as the case may be."* 

In the adaptation of the letters to represent the 
figures, we have proceeded entirely on the phonetic 
principle, as the similarity of certain sounds, and their 
contradistinction to others, render it very easy for 
the ear to catch them in translating, and to ascribe 
to them readily their numerical value. The follow- 
ing are the consonant sounds that we will assign to 
represent the numerals, and after considerable en- 
quiry and patient experiment, this arrangement we" 
find to be the most effectual and useful that can be 
devised. 

For the figure " 1" we substitute the first consonant 
in the alphabet " b" but as for the ready formation 
of eligible arithmologues one equivalent would not 
suffice, we proceed on the phonetic principle for the 
selection of another. «P" is the sound most similar 
to " b" and so much is it like it, that in a great 
number of words, if substituted for it, very little 
injury would arise to the pronunciation, and the 
identity would not be destroyed; therefore we shall 
use at option " b " or " p " as equivalents for the 
numeral 1. 

For " 2 " we shall take " d," or at option " tf 
the consonant that in expression most approaches it 

* As there will usually be considerable room for choice, appro- 
priate ideas should be selected for association. 



THE SCIENCE OF MEMORY. 87 

in sound. On enquiry, however, we find that it is 
desirable to increase even further the power of form- 
ing arithinologues for this numeral, when used either 
separately or in combination; therefore we will ap- 
point the double letter sounds — "$t" as in stone, and 
"th" as in thong, to act as further and minor 
equivalents for the figure 2. 

For " 3 " we propose to use the consonant sounds 
€€ f" " v" and " w," which in pronunciation are all 
much alike, as we see in the words fail, veil, wail. 

" M" will be sufficient to represent "4/ J 

" L " will stand for " 5/ J and as the same letter 
represents 50 in Roman notation, the mind by an 
easy transition will be led to use it for 5. 

For 6, «n. n 

For 7, "r." 

As equivalents for the figure "8" we shall use 
the soft sounds — " g" as in gem, and e fj" as in jam ; 
but in practice these will not be found to afford a 
sufficient number of desirable arithmologues, there- 
fore we shall use the further soft sounds, " ch" as in 
chief, and " sh " as in sheaf. In speaking these, the 
separate letters must not be mentioned, but their 
sound only — as gfem), chfiefj, and shfeaf). 

For the numeral " 9 " we shall use the hard sounds 
" g " as in girl, " c " (always pronounced as kj as in 
coal, and u k " as in king. The sound " qu " as in 
queen may also be used if desired. 

For the cipher "0" we substitute the hissing sounds 



cSS THE SCIENCE OF MEMORY. 

u c" soft as in cedar, €t s" and u z. 3 

and " s" give but one sound, and t€ z" is only a 

harsh modification of the latter. 

The numerals and their equivalents will then stand 
thus : — 



1. 


b,p. 






2. 


d, t and st, th. 






3. 


/, v and w consonant. 






l, 


m. 






5. 


1. 






6. 


a. 






7. 


r. 






8. 


(/ soit,j, ch, sh. 






y. 


ff hard, c hard, k (and 


qu 


if wanted) 


0. 


c soft, s, z. 







The advantage of having more than one equivalent 
for some of the numerals will in practice soon be 
recognized, as it affords a much larger vocabulary of 
words or arithmologues \ but at first perhaps it would 
be desirable to select only one for each, as with a 
little practice the mind will speedily fall into the 
use of the others. 

In using these numeral equivalents, we introduce 
whatever vowels are necessary for the formation of 
the familiar and sensible ideas. Thus, for instance, 
to represent the unfamiliar and intangible notion 46, 
Ave have " m" for 4 and "h" for 6, between which 
we insert the vowel u a** and get the familiar idea 






THE SCIENCE OF MEMORY. 89 

" man." But, in the event of this idea not proving a 
suitable one for association with the object with which 
we desire to .remember 46, we can then use at option 
either men, mine, money, moon, etc., each of which 
represents 46, and presents something definite, clear 
and familiar to the mind. 

Exercise. To remember forty figures consecutively . 
This it will be seen at once would, to the most power- 
ful memory, prove a formidable task, but on the 
plan we have described it is rendered most easy to 
any person who has sufficiently mastered the numeral 
equivalents, that on mentioning any figure, the 
corresponding consonant sounds shall immediately, 
and without hesitation, present themselves to the 
mind. 

4692814678003627186217495279812437803216. 

These figures are taken quite par hasard, so that 
it affords a fair specimen how far all difficulties are 
removed from the remembrance of numbers. It will 
be perceived that there is no limit to the quantity 
that can be committed to the mind in relation to 
any subject. A thousand would not be more difficult 
than twenty to retain, as it would only be lengthen- 
ing the operation, and multiplying the propositions 
of association without entailing any disproportionate 
trouble. 

We proceed in our exercise, taking two figures at 
a time. 



90 



THE SCIENCE OF MEMORY. 



46 


92 


81 


46 


78 


00 


man 


coa£ 


shop 


money 


rich 


houses 


36 


27 


18 


62 


17 


49 


avenue 


tree 


beech 


nut 


beer 


mug 


52 


79 


81 


24 


37 


80 


health 


rock 


ship 


steam 


fire 


asAes 


32 


16 










wood 


pen 











Hence, these forty figures give us the following 
twenty familiar ideas for association : — 



Man. 


Beer. 


Coat. 


Mug. 


Shop. 


Health. 


Money. 


Bock. 


Rich. 


Ship. 


Houses. 


Steam. 


Avenue. 


Fire. 


Tree. 


Ashes. 


Beech. 


Wood. 


Nut. 


Pen. 



Having learnt these thoroughly, and made such 
acquaintance with the numeral equivalents that the 
words can be easily interpreted, the figures may then 
be repeated either backwards or forwards. 

Expedition in the use of this plan can only be ac- 
quired by practice, as with any other art, such as 
reading, writing, calculating, etc. 



THE SCIENCE OF MEMORY. 91 

Words are valued, not according to the letters 
used in spelling them, but by the consonant sounds 
clearly recognised in their pronunciation. Thus would 
is equal to 32, not 352, naughty to 62, not 692, 
match to 48, not 428, etc. 

The hard sound " ng" usually used as a final in 
" ing," is for convenience considered equal to 9. 

Except in decimal fractions, the cypher never 
commences a number; therefore, words beginning 
with the equivalents c soft or s may, where found 
desirable, be valued as if these sounds were absent. 

The plan here recommended for the recollection 
of numbers is more especially useful for dates, for 
which it is more directly intended. The difficulty of 
remembering dates has always been found, for the 
numbers present, as we have seen, no palpable, 
familiar ideas to connect with the subjects ; hence, 
uncertainty and confusion invariably arise in the 
mind when endeavouring to recollect them. The 
method of proceeding is as simple as in the preceding 
case. First, select the most pregnant and suggestive 
of the ideas in a subject, then form such arith- 
mologues to represent the dates as seem most suitable 
for association. 

Examjjle. London was founded by the Romans, 

A.D. 49. 

Here we take the principal idea London to asso- 
ciate with 49 ; and to represent the latter we have m 
for 4, and g for 9, whence we get the idea muggy, 



92 THE SCIENCE OF MEMORY. 

which will easily coalesce with London. These two 
ideas may be associated in whatever way may seem 
best, yet, in such a manner to secure, that on the 

« former being presented to the mind, the arithmologue 

will at once arise with it. From this example it will 
be seen, that it is always desirable to form such arith- 
mologues as may be, in some manner, characteristic 
of the subject. 

In dealing with dates B.C., consisting of four 
figures or a plurality of thousands, it is best to have 
two words of two numeral equivalents each to repre- 
sent them. In dates a.d. of more than the thousand, 
the initial figure 1 may be disregarded in the forma- 
tion of the arithmologue, as no ambiguity or confu- 
sion can possibly arise from doing so. 

Example. Coaches were first used in England 
a.d. 1589. 

Here we reject the figure 1, and form an arith- 
mologue for 589 to associate with the idea coaches, 
whence we get all for 5, and shake for 89. 

Thus, coaches — all shake. 

The foregoing plan may be made equally available 
for longitudes and latitudes, fractions, and most 
purposes where figures are employed. 



CHAPTER VI. 

THE POWEE OF LOCALIZING IDEAS EVEE ACTIVE IN THE MIND 
— INSTANCES IN SUPPOET OF THE AEGUMENT — THIS PEIN- 
CIPLE OF THE MIND NOTICED AND IMPEOVED TO THEIE 
ADVANTAGE BY THE ANCIENTS — THE EFFICACIOUSNESS OF 
THE PLANS CONSEQUENT ON THEIE SIMPLICITY. 

There exists in the human mind a very strong 
tendency to associate objects or ideas with the places 
or localities with which they have any relation what- 
ever, and this principle of localizing ideas is con- 
stantly at work wherever we go, or whatever we see 
or hear. 

We have seen that for the purpose of association, 
there must necessarily be two things or notions to 
associate. Well ! in the localization of ideas the 
locality or position constitutes one of these pre- 
requisites, and the object or idea furnishes the other ; 
and these are connected in the mind on the law of 
proximity. 

It must have been observed by most, that if any 
place is named in a town, county, or country, any- 
thing that may have happened there, or occurred to 
a person in that particular place, will be immediately 
recalled to recollection. Thus, if in any locality a 
person is met with, or anything in particular noticed, 



91 THE SCIENCE OF MEMORY. 

the person or thing so associated thereto will return 
to the mind when the locality is afterwards suggested. 
Again, when in a certain spot any striking train of 
ideas has passed through the mind, or any soliloquies 
and reflections been indulged in, on again revisiting 
or even mentioning the place, they will with almost 
infallible certainty be recalled to the mind. It must 
have been often noticed that the page or position in 
the page will easily recall the passage there previously 
met with. One book in a case will recall the next 
one, and so on through the entire number. In the 
same manner the whole contents of a room can be 
easily recalled ; the table will bring to the mind the 
articles on it, the cheffonier and mantel-piece the 
same, the carpet and walls the same, until everything 
is enumerated with the greatest precision and exact- 
ness. These facts are all dependent on the same 
fixed and invariable laws, — laws which operate alike 
in all minds, and are only variable in degree and 
intensity according to the natural constitution and 
calibre of the mind, and the extent to which it is 
cultivated, and they explain what we shall understand 
as the principle of locality. 

This principle of the localization of ideas — and 
the power to increase the natural capacity of the 
memory from a just appreciation and an industrious 
application of it — was noticed by the ancients, who 
therefrom intelligently formed their plans for assist- 
ing the memory, by ingeniously contriving places, or 



THE SCIENCE OF MEMORY. 95 

objects to act as places, to which they could fix their 
ideas. 

Their chief plan was to take the rooms of a house, 
and familiarize the mind well with the articles as 
they occurred consecutively in it, so that from one 
they could easily proceed to all the others either 
backwards or forwards when required. To these 
articles, which they termed topics (hence our word 
" topics"), they attached, by arbitrary association, the 
heads or leading and most suggestive ideas of what 
they intended to remember; to the first object or 
topic the first suggestive idea, to the second the next, 
and so on, and when they wanted to bring back again 
to recollection their subject, they had only to revert 
to their objects, and the ideas they had been careful 
to attach to them would invariably arise in due order, 
while each suggestive idea would then recall the 
minor ones connected with it. Another of their 
plans was to take a large number of houses, in some 
cases the rooms only, from a hundred upwards, and 
to each of these, which were termed places (hence 
are derived the expressions which we still retain, 
" first-place," " second-place," etc.), they attached or 
associated by imagination, in any manner that might 
occur to them, the leading or suggestive words, as 
shewn already. 

Now, suppose in some portion of a discourse they 
wished to repeat the following : — u Some little time 
before Socrates drank the hemlock, one of his 



96 THE SCIENCE OF MEMORY. 

friends, who was lamenting that lie was about to be 
put to death innocently, was asked by Socrates 
whether he wished that he should die guilty." This 
passage might be the tenth in a discourse from which 
a leading idea had been selected, and on the first 
plan the tenth object to which this had to be 
attached w r ould probably have been some such idea 
as vase or fire. The idea in the above passage that 
would have been chosen as the most striking and 
suggestive would have been " hemlock ;" then if the 
tenth object had been vase, they would have asso- 
ciated the two ideas vase and hemlock in the simplest 
and most natural manner they could think of, which 
wonld have been by conceiving that that particular 
vase might have contained the hemlock. When the 
object acting as a prompter had recalled the leading 
idea u hemlock/' the subordinate ones that pertained 
to it would then be readily brought back to the mind 
in proper sequence. Proceeding in this manner they 
could commit to memory a hundred or more such 
paragraphs, whether involved or otherwise, preserving 
a clear and orderly remembrance of each, and could 
relate any one of them at pleasure. 

In using such facilities, it is not at all necessary 
to have a fresh object for each occasion, as from the 
strong and exquisitely wonderful property of gene- 
ralizing ideas inherent in all, the same objects maybe 
used to any number of ideas, and a ready and distinct 
remembrance of them will invariably be preserved. 



THE SCIENCE OF MEMORY. 97 

By some few this plan has been, and will be, derided, 
and termed crude and childish, but so efficacious and 
helpful was it found in former times, that Cicero and 
many others of the mammoth intellects of past ages 
expressed themselves greatly aided by, and indebted 
to it. Its very power and usefulness consist in its 
extreme simplicity, while to a certain extent it is so 
philosophical and natural that it ought hence to have 
been preserved from cavil. 

To recapitulate; their chief plan consisted of 
having certain familiar objects, following one another 
in a fixed and regular order, firmly imprinted on the 
mind, to which they attached the primary or leading 
ideas of what they wished to remember, by imagin- 
ing some action or relation between them, in such a 
manner, that when they again reverted to these 
objects, such ideas would accompany them in the 
mind. These objects act the part of prompters, and, 
as the assistance they afford is so great, we shall 
proceed in the next chapter to construct a set, on the 
laws that have been explained. 



CHAPTER VII. 



>> 



DIRECTIONS FOE THE FORMATION OF A SET OF "LOCALITIES 
— THEIR USE EXPLAINED — DEFECTS IN THE ANCIENT PLAN 
OF PROMPTERS — THESE OBVIATED HERE — SET OF ONE 
HUNDRED PROMPTERS — CARE SHOULD BE BESTOWED ON 
THE SELECTION OF THE SET FOR PERMANENT USE. 

The wonderful facility with which the human mind 
localizes ideas, the strength of localized impressions, 
the ease with which they can be recalled, and the 
rapidity with which the mind passes from one idea 
to another by the medium of their localities, has 
been made sufficiently apparent in the preceding 
chapter. Proceeding in some measure on the ad- 
mirable plan made use of by the ancients, and 
found so effective, we shall adopt certain localities or 
" places " to which to consign our ideas, and to aid 
their recall through this principle. Into these loca- 
lities we shall introduce the prompters we propose to 
fix in the mind for permanent use. 

It is necessary we should select the place with 
which each one is most acquainted for division into 
the numerous " places " or localities we shall require, 
and as one's own house is the place with which each 
is most familiar, we will make this suit the purpose 
it will avail us. 



THE SCIENCE OF MEMORY. 



99 



We will, firstly, take the room which we most 
frequent, and divide the main wall actually or 
mentally into nine compartments, thus : — 



1 


2 


3 


4 


5 


6 


7 


8 


9 



The floor of the room will constitute our tenth 
place. This done, we will take the next room in 
order with which we are most familiar, — suppose the 
sitting-room, and, by dividing the wall, we shall get 
another nine "places," while the floor again will 
form the tenth ; we shall then have twenty places. 
By proceeding in the same manner with the next 
three rooms most familiar to us, we shall have alto- 
gether fifty " places " for the reception of our ideas, 
as shewn in the diagram on the next page. 

Now, to test the usefulness of these " places," and 
the localizing power of the mind, it would be desir- 
able to take twenty or thirty ideas of a heterogeneous 
character, and, proceeding slowly, endeavour to 
realize them consecutively in conjunction with the 
places commencing at No. 1 on the first wall. At first 
it may be necessary to go over them twice, when it 
will be found that they are so strongly fixed, that by 
reverting to the " places " in succession, the whole 
of the ideas can be repeated either backwards or 

g2 



100 



THE SCIENCE OF MEMORY. 



forwards, and should it be desired to allude to the 
seventeenth idea, on reference to the seventh place 
on the second wall that idea will arise. Expertness 
in such use of the " places ,J can only be acquired by 
practice.* 

The same places may be constantly used for all 



11 



14 



17 



1 


2 


3 


4 


5 


6 


7 


8 


9 



10 



12 



15 



18 



13 



16 



19 



21 



24 



27 



22 



25 



28 



23 



26 



29 



31 



34 



37 



20 



30 



32 



35 



38 



40 



33 



36 



39 



41 


42 


43 


44 


45 


46 


47 


48 


49 



50 



* The "places" can be dispensed with for use in conjunction 
with the prompters, as soon as the mind is perfectly familiar with 
the latter. 



THE SCIENCE OF MEMORY. 



101 



kinds of ideas, but seldom will any confusion arise 
in the mind therefrom, as would be supposed. 

We saw in the previous chapter that the ancients 
selected the objects in their rooms for prompters, 
but the great drawback with such ideas is, that their 
use is so very circumscribed, they will not readily 
coalesce with other ideas ; therefore, to obviate this, 
we shall select such familiar ideas as have the 
greatest number of natural associations attached to 
them, whence they will possess a greater power of 
coalescing with other ideas ; and further, they will 
express by their mnemonic numeral power the rela- 
tive positions they occupy. Such must then form the 
most perfect set of prompters that can be devised. 

The object-ideas we shall suppose to occupy the 
" places," in the same manner that a picture hangs 
on a wall, or a chair is situated in a room. In No. 
1, or the first "place," we shall introduce Boiv, 
which, in our mnemonic notation, counts as 1. In 
the second place we shall put Tea ; in the third, Hive ; 
fourth, May ; fifth, Hall ; sixth, Inn ; seventh, Hare ; 
eighth, Hedge; ninth, Key; tenth, Baize; thus: — 



Bow. 


Tea. 


Hive. 


May. 


Hall. 


Inn. 


Hare. 


Hedge. 


Key. 



Baize. 






102 



THE SCIENCE OF MEMORY. 



The following is the list of those for the four next 
rooms. They should also be associated together 
consecutively j to insure their following one another 
more certainly and readily in the mind. 



Baby. 


J/ Whip. 


/^Bat. 


%1 Weed. 


;3 Beef. 


/3 Wife. 


/Cf Beam. 


$ l) Foam. 


/$- Ball. 


j f Wheel. 


Bone. 


^fcWine. 


/y Beer. 


Jy Wire. 


Beech. 


j>9 Watch. 


/a Book. 
Daisy. 


$* Wing. 


titf Mouse. 


Top. 


tl \ Map. 


32. Toast. 


Mat. 


^3 Dove. 


i, 3 Muff. 


j^ Tomb. 


^ ^ Mummy. 


^<- Deal. 


45- Mill. 


l(y Tin. 


J) t Man. 


Door. 


Mayor. 


$% Dish. 


Match. 


Duck. 


Mug. 


Vice. 


Lace. 



If the prompters are often used, it will at times be 
found that as many as one hundred will be necessary 
to have fixed in the mind. In this case, five rooms 
must be selected in the next house with which the 
student is most familiar, for localities for the second 



THE SCIENCE OF MEMORY. 



103 



fifty. The following ideas will then complete the set 
of prompters : — 

^ Lap. M [> Rain. 

i 1 Lead. ^y Rower. 



Leaf, 
^tl Lime. 
' *r Lily. 
J*% Line. 

Lawyer. 
$-£ Lodge. 

Lock. 



If 



Arch 
\jq Ring. 
§t> Chaise. 
%; Ship. 
. s * Shot. 
^ Chaff, 
^(f Jam. 



News (i. e. } newspaper). 5? ^ Shell. 



Nib. 

Nest. 
j Knife. 
\ 14 Name. 

'. r Nail. 

U Nun - 

Honour, 
j if Niche. 
I) Ink. 
^ Rose. 
Robe. 
Reed. 
Roof. 
Room. 
Reel. 

Each of the prompters should represent to the 
mind ; as far as possible, one particular object : thus, 



? Chain. 
gv Shore. 

Judge. 

Jack. 

Case. 
5 , i Cap. 
; Coat. 
4t> Coffee. 
ol Comb. 

Coal. 
L Cane. 

Crow. 

Cage. 

King. 



} crb Pieces. 



101 THE SCIENCE OF MEMORY. 

No. 3 should call up in the mind some Hive with 
which it is familiar, and No. 60 some particular 
News (paper) with which it is most associated. In 
this manner each prompter will be made to recall 
that object of each kind with which the mind has 
the greatest degree of acquaintance. 

It is well to observe that the prompters here 
selected, are not recommended as the best that could 
be chosen, but each student can easily arrange, on 
the principles developed, a set adapted for his own 
use. 

As the desirability of having a well- arranged sys- 
tem of prompters is so great, much care should be 
spent on their judicious selection; and to aid the 
student both in this and the formation of other arith- 
mologues, a table is given at the end of this treatise 
of all those words in the English language which he 
is most likely to require. 



CHAPTER VIII. 

THE PBOMPTEES SHOULD BE MOST PEBFECTLY ACQUIEED — THE 
PUEPOSES TO WHICH THEY AEE APPLICABLE — HOW TO 
EEMEMBEE A SEBMON OE LECTUEE BY THEIE AID — PLAN 
FOE BEMEMBEEING PEOSE — POETEY DIVIDED INTO TWO 
KINDS — EXEECISE OF THAT WITH NATUBAL SEQUENCE — 
EXEECISE OF A PIECE WITH A MINIMUM OF SEQUENCE. 

A good set of prompters having been obtained, they 
must then be so firmly fixed in the mind, that they 
can be repeated either backwards or forwards, with 
as much ease and rapidity as the numbers they re- 
present. 

The prompters may be used for many purposes, 
though they are chiefly serviceable in delivering 
sermons, lectures, and speeches, or to retain all the 
chief parts of these on hearing them, so that they 
may be afterwards repeated. The doctor, merchant, 
and man of business, may use them for their en- 
gagements by associating thereto the names of the 
various persons or places to be visited; then, on 
reverting when required to the prompters, all the 
persons, etc., will arise in the mind in their proper 
order. They may be used for learning poetry or 
prose when the pieces are at all long, — for the chap- 
ters of a book, and for numerous other purposes in 



106 THE SCIENCE OF MEMORY. 

life which experience will soon indicate to the stu- 
dent. 

The manner of using them for delivering either a 
sermon, lecture, or a speech, is to divide the subject 
into a number of convenient heads — from ten to 
thirty, or even more — and then associate these heads 
with the prompters. Those portions of the subject 
of which the heads are the initial or indicative ideas, 
may also be divided into a secondary class of sugges- 
tive ideas, which can then be joined to these heads. 
The subject will then be formed into a skeleton, or 
as it were a framework, which on delivery will merely 
require to be dressed in appropriate language. 

In the case of committing a sermon or a lecture 
to the mind on hearing it, the plan is much the 
same, though somewhat more difficult, as the leading 
ideas must be selected and the associations formed 
with promptitude. The framework of the subject 
will be taken down as before, and on repeating, will 
only have to be clothed in the necessary language. 
To remember a subject perfectly, it is absolutely 
necessary that the mind should be in such a com- 
posed condition that it can be fully concentrated on 
it. It will also be essential to be on the guard not 
to allow the attention to wander into any soliloquies 
or reflections on the topics, as the whole of the time 
is needed for seizing the striking ideas, and noting 
the others that depend on them. The contemplation 
of the subject must be left until afterwards. Fifty 



THE SCIENCE OF MEMORY. 107 

prompters will usually suffice to take down a long 
sermon or lecture, and less when it is treated in a 
lucid and methodical manner. 

Practice, however, is required in this as in other 
things to acquire expertness, but the pleasure and 
advantage that will attend the ability to bring away 
in the mind, with certainty, the main ideas of a 
sermon or lecture on hearing it, will well repay the 
trouble taken. 

To remember pieces of prose composition, where 
short, the plan is to select the leading or suggestive 
ideas as heads, and associate them, then observe 
closely the ideas that pertain to each. It is hardly 
needful to say that this plan does not give strict 
verbal accuracy, but it enables one to preserve the 
complete sense of a piece. 

In the following passage the words in italics are 
to be associated together, and when perfectly done, 
which ought to be in reading it over twice, or at 
most three times, it will be found that the student 
has the quotation tolerably perfect. 

" The Bible is the only book which God has ever 
sent, the only one He will ever send into this world. 
All other books are frail and transient as time, since 
they are only the registers of time ; but the Bible is 
durable as eternity, for its pages contain the records 
of eternity. All other books are weak and im- 
perfect, like their author, man; but the Bible is a 
transcript of infinite power and perfection. Every 



108 THE SCIENCE OF MEMORY. 

other volume is limited in its usefulness and in- 
fluence ; but the Bible came forth conquering and to 
conquer: ' rejoicing as a giant to run his course/ 
and like the sun, c there is nothing hid from the heat 
thereof/ The Bible only of all the myriads of 
books the world has seen, is equally important and 
interesting to all mankind. Its tidings, whether of 
peace or woe, are the same to the poor, the ignorant, 
and the weak, as to the rich, the wise, and the 
powerful. The Bible, indeed, is the only universal 
classic, the classic of all mankind, of every age and 
country, of time and eternity, more humble and 
simple than the primer of a child, more grand and 
magnificent than the epic and the oration, the ode 
and the drama, — when genius with his chariot of fire, 
and his horses of fire, ascends in a whirlwind into 
the heaven of his own invention. It is the best 
classic the world has ever seen, the noblest that 
has ever honoured and dignified the language of 
mortals." 

When the piece is of any great length, the head of 
each paragraph should be associated to a prompter, 
and then the leading ideas in the paragraph to this 
head. The number of leading ideas that are required 
to be selected as heads, depends entirely on the 
degree of natural sequence in the piece, and the ability 
and practice of the student. 

Poetry, for our purpose, may be divided into two 
classes ; that which contains natural sequence, more 



THE SCIENCE OF MEMORY. 109 

or less, as in the heroic, descriptive, etc., and that 
which possesses none, or but very little, as in the 
imaginative, contemplative, passionate, etc. It is 
hardly necessary to say the former is much the sim- 
plest to deal with, as it is more definite and tangible, 
and easier to picture in the mind. 

The following is a specimen of that with the 
natural sequence alluded to. The ideas in italics 
have to be associated as before. Rhythm and metre 
are of considerable aid in remembering poetry, as 
additional faculties are called into operation to im- 
press and suggest the ideas. 

CRESCENTIUS. 
1. 

I looked upon his brow, — no sign 

Of guilt or fear was there ; 
He stood as proud by that death-shrine, 

As even o'er despair 
He had a power ; in his eye 
There was a quenchless energy, 

A spirit that could dare 
The deadliest form that death could take, 
And dare it for the daring's sake. 

2. 

He stood, the fetters on his hand, — 

He raised them haughtily ; 
And had that grasp been on the brand, 

It could not wave on high 



110 THE SCIENCE OF MEMORY. 

With freer pride than it waved now. 
Around he looked with changeless brow 

On many a torture nigh, — 
The rack, the chain, the axe, the wheel, 
And, worst of all, his own red steel. 

3. 

I saw him once before ; he rode 

Upon a coal-black steed, 
And tens of thousands thronged the road, 

And bade their warrior speed. 
His helm, his breastplate, were of gold, 
And graved with many a dint, that told 

Of many a soldier's deed ; 
The sun shone on his sparkling mail, 
And danced his snow-plume on the gale. 

4. 
But now he stood, chained and alone, 

The headsman by his side ; 
The plume, the helm, the charger gone ; 

The sword that had defied 
The mightiest, lay broken near, 
And yet no sign or sound of fear 

Came from that lip of pride ; 
And never king or conqueror's brow 
AVore higher look than his did now. 

5. 
He bent beneath the headsman's stroke 
With an uncovered eye : 



THE SCIENCE OF MEMORY. Ill 

A wild shout from the numbers broke 

Who thronged to see him die. 
It was a people's loud acclaim, 
The voice of anger and of shame, 

A nation's funeral cry, — 
Rome's wail above her only son, 
Her patriot, — and her latest one. 

Miss Landon. 

The next piece does not possess the degree of 
natural connection traceable in the last, and, there- 
fore, will not form such a distinct picture to the 
mind. It will be necessary for the associations to 
be strongly made, as the ideas will be less easy to 
take up. 

ODE ON AET. 

Boiv. When, from the sacred garden driven, 
Man fled before his Maker's wrath, 
An angel left her place in heaven, 

And crossed the wanderer's sunless path. 
Tea. 'Twas Art ! sweet Art ! new radiance broke 
Where her light foot flew o'er the ground; 
And thus with seraph voice she spoke, — 
" The Curse a Blessing shall be found." 

Hive. She led him through the trackless wild, 
Where noontide sunbeam never blazed ; 
The thistle shrunk, the harvest smiled, 
And Nature gladdened as she gazed. 



112 THE SCIENCE OF MEMORY. 

May. Earth's thousand tribes of living things, 
At Art's command , to him are given ; 
The village grows, the city springs, 

And point their spires of faith to heaven. 

Hall. He rends the oak, — and bids it ride, 

To guard the shores its beauty graced ; 
He smites the rock, — upheaved in pride, 
See towers of strength and domes of taste. 
Inn. Earth's teeming caves their wealth reveal, 
Fire bears his banner on the wave, 
He bids the mortal poison heal, 

And leaps triumphant o'er the grave. 

\ 
Hare. He plucks the pearls that stud the deep, 
Admiring Beauty's lap to fill ; 
He breaks the stubborn marble's sleep, 
And imitates creating skill. 
Hedge. With thoughts that swell his glowing soul, 
He bids the ore illume the page, 
And proudly scorning Time's control, 
Converses with an unborn age. 

Key. In fields of air he writes his name, 

And treads the chambers of the sky ; 
He reads the stars, and grasps the flame 
That quivers round the Throne on high. 

Baize. In war renowned, in peace sublime, 

He moves in greatness and in grace, 



THE SCIENCE OF MEMORY. 113 

His power, subduing space and time. 
Links realm to realm, and race to race. 

Sprague. 

Where the poem is at all long, it is always desir- 
able to associate the leading idea in the first line of 
each verse to a prompter, and then the minor ones 
to the first ; as thus the chain of continuity is much 
more easy to preserve, and any verse can with readi- 
ness be touched upon. 



CHAPTER IX. 

THE LENGTH OF TIME THINGS ABE REMEMBERED DEPENDENT ON 
THE IMPRESSIONS THEY PRODUCE — DIRECTIONS FOR FORM- 
ING DEEP IMPRESSIONS— WRITING OUT A SUBJECT NOT THE 
BEST PLAN TO IMPRESS IT ON THE MIND — CASUAL IDEAS 
SHOULD BE JOTTED DOWN TO PRESERVE THEM — HINTS TO 
MINISTERS, LECTURERS, AND PUBLIC SPEAKERS ON THE ART 
OF DELIVERY — OBSERVATIONS ON BEADING — TO REMEMBER 
THE CHIEF CONTENTS OF A BOOK — CONCLUSION. 

AYe have seen that all knowledge resolves itself into 
certain primary ideas, to which others, many or 
few, are attached by association in their relationship 
or affinity to them ; that, therefore, the acquisition 
of knowledge of whatsoever kind, is only the pro- 
cess of combining new ideas with others that have 
been previously understood. The length of time 
that these various combinations of ideas are re- 
membered, does not so much depend on their 
being firmly associated with one another, as on 
the strength of the impression they produce on 
the mind, either at the time of their first reception 
or by subsequent repetition. Hence, having fully 
considered the methods for fixing ideas together, it 
now remains, in completion of the subject, to inquire 
into the means of forming deep impressions of those 
that we may desire to retain at the mind's command. 



THE SCIENCE OF MEMORY. 115 

1. It must be accepted as an inflexible rule that 
whatever it is desired to remember long and clearly 
must be deeply impressed on the mind. For this 
purpose the subjects should be committed to the 
mind when it is best adapted to receive them ; that 
is, at those periods when, from experience, it is found 
that it is most clear and buoyant to take lively im- 
pressions, to trace analogies keenly, compare the 
ideas closely, and understand them with an appre- 
ciable feeling of energy and zest. To do this com- 
pletely, those physiological laws adverted to in a 
previous chapter should be observed, and only such 
pleasures, pursuits, and studies, engaged in as are 
calculated to give the body and the faculties of the 
mind a healthy and invigorating activity and stimu- 
lus. The delicate brain, through which the powers 
of the mind operate, ought to be cultivated with the 
assiduity with which athletes cultivate the body, 
thus, raising the standard of its condition, and 
placing the mind in the most favourable position to 
be obtained, for the reception and rendition of ideas. 

It is most important not to attempt committing 
anything to the memory, when the body is fatigued 
with exertion, or the mind weary with effort. It is 
impossible at such times to do it satisfactorily, as the 
subjects cannot be sufficiently clearly apprehended, 
and there is not the requisite nervous energy to pro- 
duce vigorous impressions, while, instead of strength- 
ening the faculties, it will only militate agj 



116 THE SCIENCE OF MEMORY. 

their efficiency. The mind bears many analogies to 
the stomach. There is a seasonable time to give it 
food, when it will be enjoyed and easily digested, 
and there are periods when, instead of proving 
beneficial, it will only hamper and injure it. 

2. For the impressions to be deep, the ideas must 
be clear and intelligible ; there should be no vague- 
ness or obscureness about them. When a part is 
not perfectly understood, it is folly to proceed until 
its dubiousness is solved. Either a subject is not 
worth attention at all, or, when taken up, merits 
investigation and comprehension in all its parts and 
details. 

3. In committing to the memory, it is very desir- 
able to eliminate everything that is not quite mate- 
rial to the subject, thus making it as succinct as pos- 
sible, and reducing it to the conspicuous and compa- 
ratively important ideas, by doing which the mental 
focus will be as it were contracted, and a greater 
power of concentration hence obtained. Following 
this, the mind will not be hampered more than is 
necessary; while sufficient of the subject will be 
preserved to suggest the remainder to recollection. 

4. It is very essential to cultivate a methodical 
arrangement of all its parts before committing a 
subject to the mind. It is said that " order " is 
heaven's first law, when we observe everything in 
nature prepared with such exquisite regard to it. 
Order should be man's also in the conduct of the 



THE SCIENCE OF MEMORY, 117 

understanding, more especially in the memory, — its - 
source and life, by which the character of the mind 
will be increased, its operations facilitated, and its 
beauties more perceptible. It would be impossible 
to exaggerate the importance of this. In the various 
walks and avocations of life, all have experienced 
how much more easily things are performed, and 
how much more speedily compassed, that are done 
with due order and method. And in the same 
manner with the intellectual faculties, those things 
that are arranged and connected in the mind in a 
methodical manner, are more easily impressed, more 
fully comprehended, and are reproduced with corre- 
sponding facility. As a homely illustration, all 
must have found how much more easily things are 
packed away when done so orderly, and with how 
much greater readiness they can afterwards be 
recurred to and passed in review : it is precisely the 
same with things put away in the mind. Those 
great men, whose wonderful powers of memory have 
been the marvel of all subsequent times, possessed 
in a high degree this faculty of method, or an in- 
tuitive habit of dividing, subdividing, and arranging 
a subject in all its parts and details, so as to reduce 
it to the greatest simplicity, and make each part so 
dependent on another that it should seem an integral 
portion of it, or naturally emanating from it, when 
the one would suggest again the other with almost 
infallible certainty. Now there is little doubt that 



118 THE SCIENCE OF MEMORY. 

if they had been desired to give a few rules for con- 
tinual guidance in the use of the memory, the first 
one would have been order, the second order, and 
the third order. 

5. The concentration of the mind, previously 
alluded to, is merely the definition of its operation 
in what is termed giving attention to anything. This 
power of attention, or allowing the whole interest 
and energy of the mind to be absorbed in a subject, 
is an indispensable requisite of a good memory \ and 
the stronger the mind, so the greater the degree in 
which this power exists. An idea may make a 
strong impression on the mind without much atten- 
tion having been given to it ; but only so when it is 
what is called u striking/' and touches on several of 
the principles of association which then act together 
to produce it. But, no subject can be retained in the 
mind with clearness in all its main features, be 
afterwards reproduced with facility, and, what is 
very important, call up those ideas at the mind's 
disposal which beautify and illustrate it, — to do 
which there is a constant tendency on the principle 
of analogy, proportionate to the fertility of the mind, 
— without the attention is wholly devoted to it, both 
at its reception and reproduction. As, then, this 
power of denoting the whole energies of the soul on 
anything is so important, because it improves not 
the memory only, but all the finer qualities of the 
mind, it should be made a constant habit to practise 



THE SCIENCE OF MEMORY. 119 

and cultivate it, together with that condition of body^ 
that most favours its exercise. Attention is the 
handmaid of memory ; they each go hand in hand; 
and reciprocate the action of the other. If it were 
possible to analyse to its source a powerful and capa- 
cious memory, with a view to discover whence its 
vigour proceeded, it would be found that, in addition 
to a healthy brain, its owner possessed in a corre- 
spondingly high degree this faculty of concentrating 
the mind on its objects. 

6. It has previously been noticed that the strongest 
and clearest impressions are received through the 
medium of the sight, therefore, to produce a lasting 
recollection of them, the ideas should be pictured 
before the mind as much as possible. 

7. It is very important to dwell sufficiently on the 
ideas, to understand them clearly, appreciate their 
connection with the preceding ones, and until they 
are believed to be sufficiently associated. 

8. When the leading ideas of a subject have been 
selected for association, in the process of uniting 
them the mind should be occupied with only two at 
a time, to which the whole attention should be given 
until assured that, on a subsequent occasion, one 
being given to the mind, the other would instantly 
succeed it. 

9. Whenever the natural relationship between 
two ideas is not sufficiently strong to insure their 
rising together, even with the aid of the localising 



120 THE SCIENCE OF MEMORY. 

power of the mind, artificial associations must be 
used to produce the required connection between 
them. It is a good plan to practise the formation 
of artificial associations between ideas whenever an 
opportunity is afforded. 

10. It is necessary to repeat here what we stated 
in a previous chapter, that for the formation of strong 
associations, the ideas should be compared one with 
another to search out the qualities and characteristics 
of each, thus bringing them into the most immediate 
connection, as we find on the principle of proximity, 
the nearer two ideas are brought together in the 
mind, the more readily and firmly they unite. 

11. Care should be taken not to hurry over the 
subjects the mind may be engaged on, as it prevents 
that concentration necessary to receive deep impres- 
sions. It is a characteristic of a strong mind not to 
hurry in any of its operations, for haste is a weaken- 
ing and mischievous failing, and hence early per- 
ceived and guarded against. 

It is desirable to discriminate between diligence 
and haste; diligence that is useful and reasonably 
practicable, which is also combined with clear com- 
prehension and perfect concentration of the mind, 
and that nervous intermittent haste — the offspring 
of weakness, which gives but incomplete realisation 
in the mind of the ideas brought before it, and ac- 
complishes things only partially and imperfectly. In 
nothing is the old adage, " what is worth doing at 



i 



THE SCIENCE OF MEMORY. 121 

all is worth doing well/' more prolific of truth and ' 
meaning than in this conduct of the understanding. 

Nothing can possibly tend more to strengthen the 
understanding, than the practice of realising in the 
very strongest manner the various things brought 
under its notice ; and the extent of the impressions, 
and consequently their remembrance, is in great 
measure dependent on the degree to which ideas are 
realized. 

Strong minds realize ideas in a high degree, and 
weak minds only in corresponding proportion. 

12. As from the constitution of the mind every 
idea and impression of which it has been conscious, 
is liable to fade from its immediate command, it is 
necessary to repeat over occasionally what it is desired 
to preserve a constant and ready recollection of, in 
order as it were to retouch the original impression, 
and renew the mind's familiarity with it. There is 
no time so appropriate for this as early in the morn- 
ing, after the first repast. 

13. At church or at lectures the eyes should not 
be fixed on the minister or speaker, as the variations 
in gesture, attitude, etc., tend constantly to distract 
the bestowal of complete attention to the subject. 

Some suppose that the surest way to remember a 
subject is to write it out, concluding that the act of 
writing it serves to impress it on the mind in a man- 
ner otherwise unattainable. Now, there is consider- 
able error in this, and it is a habit that should not 



12.2 THE SCIENCE OF MEMORY. 

be commended, as it involves a great expenditure of 
time, and does not actually accomplish the object 
required so surely as is possible without it. What 
the writing out of a subject actually effects, is easily 
explained. We all know that the process of writing 
is very much slower than that of reading, therefore 
in it the mind is concentrated a longer time on each 
series of ideas, by which of course a clearer and 
fuller conception is produced. Further ; many of 
the ideas are more fully impressed on the mind 
through the principle of proximity, as the position in 
the page of the manuscript often serves to recall 
them. 

But the object really can be accomplished equally 
as well without the writing out, with less exertion 
and in less time. Let one half of the time that 
would be required to write out a subject, be spent in 
reading it over slowly a second time, in order to 
comprehend it intelligently, and the impressions 
produced will be fully as deep as on the other plan, 
while the principle of proximity will be equally as 
active from the page of the book. 

We may note here that those ideas which pass 
through the mind from time to time, and may be 
thought worthy to be preserved for future use or 
reference, it is desirable to 'commit to writing, in 
consequence of the frailty of the memory, and 
further, because it gives them a more definite con- 
formation. 



THE SCIENCE OF MEMORY. 123 

A few words seem called for to ministers, public^ 
speakers, and lecturers, on the great importance of a 
good delivery. The remembrance which a person 
carries away of a subject after hearing it, in a great 
degree depends on the manner with which it is 
delivered. Man is but frail, and that sermon, how- 
ever mediocre, which is pronounced with a thorough 
appreciation of the principles of elocution, will make 
a deeper impression and be better enjoyed than that 
one, however spiritual its essence, elevated its mo- 
rality, and pure its ethics, that is drawled out in an 
unvaried and soporiferous monotone. 

To give the memory the most favourable oppor- 
tunity of remembering it, a sermon should be sen- 
tentious, extremely logical, and with an utter absence 
of rhodomontade. It should be simple and wholly 
unadorned with rhetorical flourishes, as this also 
detracts from its dignity. The grandest discourse 
ever delivered to an engrossed audience, which has 
produced in the world more results than any other, 
was the Sermon on the Mount, and it is only more 
noted for the divinity of its teaching than for its 
unequalled simplicity, whereas nothing can be easier 
to remember than its aphoristical affirmations. 

Grandeur of expression and copiousness of illus- 
tration which might adorn any other discourse, only 
proportionately debase a sermon, while they are 
calculated more to enlist the attention in contempla- 
tion of the attainments and abilities of the preacher, 



12 1 THE SCIENCE OF MEMORY. 

than to carry conviction home to the heart as to the 
reality and importance of the truths discussed, and 
lead the mind surely to the point it is endeavoured 
to enforce. 

There should be a studied avoidance of everything 
approaching singularity in deportment and gesture, 
in order not to attract attention on the preacher. 
It is related that a shrewd young critic went once to 
hear a noted minister, in order to subject him to his 
caustic animadversions, and on his return was asked 
what opinion he had formed of him. To which he 
replied that he had not thought anything about him. 
He was then asked how he liked his style. To 
this he answered that he had not considered, for 
the enquiry only then put him in mind of it. It 
was then demanded of him if he remembered the 
discourse, when he admitted that he could repeat it 
almost exactly, for the text at once drew his thoughts, 
and the sermon was so suggestive that its conclusion 
took him by surprise, and he had been engaged in 
reflection on it all the meanwhile ; and he further 
candidly avowed that in the divine's address and 
style he could not find anything particular to notice. 
This it would appear must have been precisely what 
a sermon should at all times be to produce the 
results aimed at. 

The minister's whole manner should be as easy 
and natural as possible. His delivery should corre- 
spond to that of a trusted messenger, an envoy, from 



THE SCIENCE OF MEMORY. 125 

some one in power, imparting important tidings to 
an assemblage of friends and equals, and stating in 
a deferential manner his own views on the same. 
By this, confidence would be inspired in the audience, 
and, there being nothing avoidable to distract the 
attention or divert the thoughts, they would follow 
with eager interest the course of the sermon. The 
discourse should be well emphasised and delivered 
very slowly, to enable the mind to realise sufficiently 
the ideas, receive firm impressions of the same, and 
call up its own thoughts in reference to them. 
Slight pauses of a few seconds might occasionally be 
made with advantage. 

As it is relevant to the subject, it is worth while 
alluding to the unfortunate habit many preachers 
have of protracting their discourse beyond reasonable 
and useful limits, until not only all interest in it has 
ceased, but until the patience and forbearance of the 
hearers are almost exhausted. It is most erroneous 
to suppose that the attention can be kept engrossed 
for an hour and upwards on the lessons, prayers, etc., 
and then be fixed for another on the discourse, to 
derive profit from and remember it, except in a few 
isolated cases. The habits and pursuits, the multi- 
plied sources of disquiet, the excitement, cares, and 
vexations in the combat of life, the degree to which 
all the passions of the soul are raised, all combine 
more than formerly to reduce the tone of the brain, 
and do not leave it in a position to maintain such 



126 THE SCIENCE OF MEMORY. 

exertion without inconvenient effort. Three hundred 
years ago, with the lower standard and range of 
thought, it could easily have been supported, but in 
the present more artificial, and, in some respects, 
over- civilised age, it cannot be borne uniformly to 
derive advantage from it. 

The first portion of the service in the Established 
Church is so lengthy, particularly in the morning, 
that the sermon, to produce the effect that is desired, 
and to be remembered afterwards, should certainly 
not occupy more than half an hour. From the rea- 
sons we have seen, the attention cannot be deeply 
and energetically devoted for much above an hour's 
space, otherwise fatigue will soon be experienced, and 
lassitude and indifference supervene. 

It is satisfactory to know that the art of delivering 
a sermon is often so well understood, — as we see by 
our well-filled churches and chapels with their atten- 
tive congregations : but it must be admitted that in 
both there is great necessity for improvement. Were 
it oftener comprehended and practised, more would 
be remembered, deeper would be the convictions 
and greater the results produced in the hearts and 
of the vast majority of our population. 

Some portion of the foregoing is equally applicable 
to public speakers and lecturers. The importance of 
good delivery with them is often almost as great as in 
the other instance. Where it is desired to carry 
thorough conviction in the hearer, and produce in him 



THE SCIENCE OF MEMORY. 127 

a subsequent clear recollection of the subject, it is 
necessary there should be nothing in the speaker's 
manner or appearance that would be at all likely to 
take the attention off the subject, and direct it to 
himself. The voice should be clear and ringing, and 
the articulation slow, exact, and decided. The enun- 
ciation cannot be too concise and pointed, while 
verbal garniture and meretricious ornament should 
be particularly avoided. The subject should be most 
methodically arranged, each part seeming to infer 
and lead on to the next, and naturally emanating 
from the preceding. It is a very good plan, where 
it will admit of it, to divide the subject into certain 
portions — from four to a dozen — according to its 
nature and length, and give out the " heads " of 
them as they are arrived at. This may be done in 
some such manner as a book is divided into chap- 
ters, and the "heads" prefixed thereto. This ar- 
rangement would materially assist the memory both 
of the speaker and the hearer. 

The maximum time of a lecture or a speech should 
be an hour and a half, to afford an opportunity of a 
fair proportion being retained, beyond which is a 
comparatively useless expenditure of time, talents, 
and ingenuity, for then it will not call into operation 
to such an extent the various powers of the soul, and 
will serve rather to please the fancy and gratify the 
taste, than to inform the mind and educate the judg- 
ment. 



128 THE SCIENCE OF MEMORY. 

Reading, however, we find is the principal means 
of communication between soul and soul when sepa- 
rated by time or distance. None could have ima- 
gined, when the press was first discovered, that the 
domain of literature would ever reach the vast extent 
and range we now see it occupies, and become the 
mighty power among us it now is. Yet, like every 
other good thing that we enjoy, we find it is also 
abused. It is abused sometimes in its quality, but 
more often in the quantity that people try to con- 
sume. The rapid, hasty reading to which people in 
the present times accustom themselves from the large 
supply, and the desire of novelty, is particularly cal- 
culated to weaken the memory, because the mind 
takes but a superficial acquaintance and light evan- 
escent impressions of its subjects, and this habit 
being acquired, it is difficult in the extreme to alter 
it, even when required. 

What an infinitesimal portion of what people now- 
a-days read do they afterwards retain ! And where 
must the reason be sought ? In the different con- 
stitution of their minds ? They are only too ready to 
put the blame upon their memories, when in reality 
it rests with themselves in the conduct of the mind 
in the subjects on which it is employed. People 
should not indulge themselves in reading what they 
do not wish, or what may not be worthy to re- 
member, and everything they read should be worth 
reading well, reading carefully, and reading in such 



THE SCIENCE OF MEMORY. 129 

a manner as to understand every part and passage, 
their propriety or irrelevance, while permitting the 
mind to conjure up to consciousness any ideas at its 
disposal, that may tend to improve, heighten, or 
illustrate the views, or otherwise, as the case 
may be. 

Reading seems to resolve itself into three kinds : 
reading for instruction and acquiring truth ; reading 
for obtaining news or intelligence of political and 
social occurrences ; and reading for diversion, or, as 
popular instinct has accurately termed it, to pass the 
time away. 

It is necessary to observe that the conduct of the 
mind in each of these kinds of reading should be 
very different. In the former case, the process of 
reading should be extremely slow; the slower the 
better. It is a mistake to suppose that the addi- 
tional time spent over it is so much time lost. The 
gain in the superior acquaintance with the subject, is 
not a simple gain, it is a compound gain to the 
understanding. The necessity of the reading being 
very slow, is to allow the attention to be wholly 
absorbed on it ; to enable each complete idea to be 
engrafted firmly on the old stock, and to allow the 
mind to weigh each, criticise and examine it, and 
bring other ideas to support and illuminate, or con- 
trovert and oppose it. Besides, the ideas are often 
of an abstract nature, and these, it is seen, take a 
longer time to comprehend and realise, though at 



L30 THE SCIENCE OF MEMORY. 

the same time, it is wished that the retention of them 
may be as permanent as possible. 

For the second kind, such a deep degree of con- 
centration is seldom required ; the process of reading 
may be somewhat faster and more at ease, as, from 
the nature of the subjects, they are more calculated 
to produce impressions on the mind : while, having 
but a transitory interest, it is not required to have a 
very permanent recollection of them, nor is it neces- 
sary to exercise reflection over them, to call up so 
many notions in connection with them. 

The third form of reading explains itself, and 
frequently is of such a character, that it would be 
the opposite of desirable to fix the attention much 
thereon, as the subjects are too often of such a 
supervacaneous nature that the less remembered of 
them the better ; for they add neither solidity to the 
mind, refinement to the taste, or improvement to 
the morals. No remarks, therefore, seem needed for 
the conduct of the understanding therein, further 
than to avoid resorting to such as far as possible, as 
it is a prostitution of the mind's powers, weakens 
the memory, and produces lightness and incoherency 
of thought. 

The degree of attention and consideration that 
should be given to reading must, however, in all 
cases be governed by the recollection it is desired to 
have of the subject afterwards. 

To aid the retention of the contents of a book, 



THE SCIENCE OF MEMORY. 131 

the chapters must be associated together, by select- 
ing the primary or leading ideas of each, and to each 
of the latter, again, a few further suggestive ideas in 
the chapter may be joined. The number of ideas 
that should be selected from each chapter, will depend 
on the nature of the subject, the degree of sequence 
or relationship between the parts, and the complete- 
ness with which it is desired to be remembered. 

In conclusion, it is hoped that the economy of the 
memory, and its manner of operation, have been 
sufficiently disclosed to lead the student to under- 
stand the various influences affecting it, and how to 
direct or modify it ; while it is certain that, if the 
various rules and plans are intelligently appreciated 
and diligently practised, he will gradually acquire 
such strength of memory and command of his facul- 
ties as is rarely equalled. 



APPENDIX. 



TABLE OF ARITHMOLOGUES 

IN THE ENGLISH LANGUAGE, REPRESENTING ONE 
AND TWO FIGURES. (See page 104.) 



1 


2 


heathy 


thou 


huff 






heed 


though 


if 


abbey 


add 


height 


thy 


ivy 


ape 


adieu 


hide 


tie 


of 


bay 


ado 


hit 


to 


off 


be 


aid 


hod 


toe 


vie 


beau 


at 


hoist 


too 


view 


bee 


day 


hood 


tow 


vow 


Bey 


dew 


hoot 


toy 


way 


bough 


dewy 


host 


two 


we 


boa 


die 


hot 


tye 


weigh 


bow 


do 


hut 


yeast 


whey 


boy 


doe 


idea 


yet 


why 


buoy 


dough 


oat 


youth 


woe 


by 


due 


oath 





woo 


ebb 


dye 


odd 


3 




happy 


east 


ode 




heap 


eat 


ought 


avow 


4 


hip 


eddy 


out 


away 




hobby 


eight 


stay 


eve 


aim 


hoop 


had 


stew 


fee 


halm 


hop 


haste 


stow 


few 


ham 


hope 


hasty 


sty 


foe 


hem 


obey 


hat 


taw 


half 


him 


paw 


hate 


tea 


halve 


home 


pay 


haughty 


thaw 


have • 


hum 


pea 


head 


the 


heave 


hymn 


pie 


heady 


thee 


heavy 


may 


pu 


heat 


they 


hive 


me 


whoop 


heath 


thigh 


hoof 


mew 



184 



THE SCIENCE OE MEMORY. 



mow 


yellow 


hoary 


ague 


pace 


my 


yule 


hour 


aqua 


pass 


yarn 




hurrah 


coo 


pause 






hurry 


cow 


paws 




6 


ire 


coy 


peace 


5 




oar 


cue 


pease 




an 


our 


echo 


piazza 


ail 


annoy 


raw 


egg 


piece 


aisle 


any 


ray 


eke 


pious 


ale 


gnaw 


roe 


gay 


poesy 


all 


hen 


row 


go 


poise 


allay 


hone 


rue 


guy 


pose 


allow 


honey 


rye 


hack 


posse 


alloy 


in 


wry 


hag 


puss 


ally 


Inn 


year 


hang 




awl 


knee 


your 


hawk 




eel 


know 




hock 


11 


hail 


neigh 




hog 




hale 


new 


8 


hook 


baby 


hall 


nigh 




hug 


bib 


halloo 


no 


age 

Asia 

ash 

chew 

each 


kaw 


bob 


hallow 


noyeau 


key 


bobby 


halo 


now 


oak 


booby 


haul 


on 


quay 


hubbub 


heal 


own 


edge 
etch 


yoke 


pap 


heel 


yawn 


yolk 


papa 


hell 




hash 


young 


peep 


hill 




hatch 




pip 


hilly 
hole 


7 


hedge 
hitch 


10 


pipe 
poop 


hollow 


air 


huge 
hatch 




pop 


holly 


airy 


abase 


pope 


holy 


are 


hush 


abbess 


poppy 


howl 


area 


issue 
itch 


abuse 


puppy 


hull 


array 


abyss 




ill 


arrow 




apace 




isle 


ear 


jaw 

j>y 


apiece 


12 


law 


era 


appease 




lay 


err 


jew 


baize 


abate 


lee 


hair 


j°y 

she 
shoe 


base 


abbott 


lie 


hairy 


bass 


abet 


lieu 


hare 


shy 
show 


bees 


abide 


low 


harrow 


bias 


abode 


lu 


hear 


boss 


about 


oil 


heir 





bus 


abut 


oily 


her 


9 


busy 


apathy 


owl 


here 


buzz 


apt 


whole 


hero 


ache 


hops 


bad 


yell 


hire 


ago 


oppose 


bait 







APPENDIX. 




baste 


poet 


bellow 


pain 


poor 


bat 


post 


below 


pan 


pore 


bath 


pot 


bile 


paue 


pour 


bathe 


put 


bill 


pawn 


power 


bead 


putty 


billow 


pen 


pray 


beast 




blow 


penny 


prey 


beat 




blue 


peony 


prow 


beautv 


13 


boil 


piano 


pry 


bed 




bole 


pin 


pure 


behead 


above 


bowl 


pine 


purr 


behest 


beef 


bull 


pony 


upper 


best 


behalf 


bully 


pun 




bestow 


behave 


happily 


puny 




bet 


behoof 


hobble 


upon 


18 


bid 


behove 


opal 






bide 


bevy 


pail 




abash 


bit 


buff 


pale 


17 


apish 


bite 


pave 


pall 




apogue 


boast 


puff 


peal 


abhor 


badge 


boat 


puffy 


peel 


appear 


batch 


body 




pile 


bar 


beach 


boot 




pill 


bare 


beech 


booth 


14 


pillow 


barrow 


botch 


booty 




play 


bear 


budge 


both 


beam 


plea 


beer 


bush 


bought 


bomb 


plough 


berry 


bushy 


bout 


boom 


ply 


bier 


page 


bud 


opium 


pole 


boar 


peach 


bust 


palm 


poll 


boor 


pitch 


but 


poem 


pool 


bore 


poach 


butt 




pull 


borrow 


pouch 


habit 




pulley 


bower 


push 


opiate 


15 


uphill 


bray 




pad 






brew 




Paddy 


able 




brow 


19 


past 


ably 


16 


bureau 




paste 


appal 




burrow 


back 


pat 


appeal 


bane 


bury 


bag 


pate 


apple 


bean 


eyebrow 


bake 


path 


apply 


bin 


Hebrew 


bang 


payday 


Apollo 


bone 


hopper 


baulk 


pest 


bail 


bony 


opera 


beak 


pet 


bale 


bonny 


pair 


beck 


petty 


ball 


boon 


pare 


beg 


piety 


bawl 


bun 


parry 


being 


pit 


belie 


ebony 


pear 


big 


pith 


bell 


open 


peer 


bog 


P^y 


belle 


opine 


perry 


boggy 


pod 


belly 


psean 


pier 


book 



135 



136 



THE SCIENCE OF MEMORY. 



buck 


dab 


edit 


24 


hastily 


bug 


daub 


estate 




haughtily 


bung 


deep 


idiot 


Adam 


hostile 


epic 


depot 


Otaheite 


asthma 


hotel 


epoch 


dip 


outdo 


atom 


hotly 


hopping 


dub 


state 


autumn 


huddle 


opaque 


dupe 


statue 


dam 


ideal 


pack 


stab 


steady 


dame 


idle 


pang 


steep 


steed 


damn 


idol 


peak 


step 


stout 


deem 


idler 


peck 


stoop 


stud 


demi 


Idyl 


peg 


stop 


studio 


dim 


Italy 


pick 


stub 


study 


dome 


outlaw 


Pig 


stubby 


taste 


doom 


outlay 


pike 


tabby 


tattoo 


dumb 


stale 


pique 


tap 


teeth 


esteem 


stall 


poke 


tape 


test 


idiom 


steal 


pug 


tip 


testy 


item 


steel 




top 


that 


odium 


stile 


20 


tope 


thought 


steam 


still 


tub 


tide 


stem 


stole 


adduce 


tube 


tidy 


tame 


stool 


adze 


type 


tight 


team 


style 


dace 




tithe 


teem 


tail 


dais 




toad 


them 


tale 


daisy 


22 


toast 


theme 


tall 


deuce 




toddy 


thumb 


tallow 


dice 


' added 


tooth 


thyme 


tally 


dizzy 


astute 




time 


teal 


dose 


attest 





tomb 


tell 


douse 


audit 




tome 


thill 


doze 


daddy 


23 




thowl 


dozy 


data 






tile 


hiatus 


date 


defy 


25 


till 


hideous 


dead 


deify 




toil 


idiocy 


death 


deaf 


addle 


toll 


oats 


debt 


dive 


daily 


tool 


odds 


deed 


dove 


dale 


towel 


stays 


deity 


edify 


dally 




tease 


did 


staff 


deal 




this 


diet 


stave 


delay 


26 


thus 


ditto 


stiff 


dell 




toes 


ditty 


stove 


dial 


atone 




dot 


stuff 


dole 


atony 


toys 


dote 


thief 


doll 


attain 





doubt 


thieve 


duel 


attune 




dust 


tiff 


dull 


Dane 


21 


dusty 


toffy 


duly 


dawn 


atop 


duty 


tough 


dwell 


dean 







APPENDIX 






deign 


door 


true 


hiding 


web 


den 


dowry 


try 


hitting 


weep 


din 


draw 


trough 


stack 


whip 


dine 


dray 


tyro 


stag 


wipe 


don 


dry 


udder 


stake 




done 


Easter 


utter 


stalk 




down 


eater 




steak 


32 


downy- 


eider 




stick 




dun 


either 


28 


sticky 


afoot 


hasten 


ether 




sting 


aft 


heathen 


heater 


adage 


stock 


avoid 


heighten 


history 


attach 


stoic 


await 


hidden 


hither 


dash 


stoke 


effete 


stain 


hydra 


dish 


stucco 


evade 


stone 


odour 


ditch 


tack 


fade 


stony 


other 


dodge 


tag 


faith 


stun 


ottar 


Doge 


take 


fast 


tan 


otter 


duchy 


talk 


fat 


ten 


outer 


Dutch 


teak 


fate 


thin 


oyster 


hostage 


thick 


fatty 


thine 


stair 


stage 


thing 


feast 


tin 


star 


teach 


thong 


feat 


tiny 


stare 


thatch 


tick 


feed 


ton 


starry 


tissue 


tokay 


feet 


tone 


steer 


touch 


tongue 


fete 


town 


stir 


touchy 


tuck 


feud 


tun 


store 




tug 


fiat 


tune 


storey 






fight 


twin 


story 


29 


30 


fist 


twine 


straw 




fit 




stray 


attack 


face 


food 




strew 


attic 


fizzy 


foot 


27 


tar 


decay 


fosse 


haft 




tare 


deck 


fuse 


vast 


adder 


tarry 


decoy 


fusee 


vat 


adhere 


tear 


dicky 


fuss 


vest 


adore 


there 


dig 


office 


vito 


aider 


theory 


dike 


phase 


void 


attire 


three 


ding 


vase 


vote 


austere 


thorough 


dock 


vice 


wad 


author 


throe 


dog 


voice 


wade 


dairy 


throw 


duck 


was 


wait 


dare 


tier 


dug 


wise 


waist 


dear 


tire 


duke 




waste 


deer 


tory 


dying 


31 


wed 


diary 


tour 


eating 


weed 


dire 


tower 


ethic 


fib 


weight 


dyer 


tray 


haystack 


fob 


west 


doer 


tree 


headache 


fop 


wet 



137 



138 



THE SCIENCE OF MEMORY. 



what 


fill 


36 


fir 


fang 


wheat 


filly 


avenue 


fire 


fig 


whet 


flea 


even 
fain 


for 


fog 


whist 


flee 


four 


foggy 


whit 


flew 


fan 

fane 

fawn 


fray 


havoc 


white 


flow 


free 


heaving 


wide 


flue 


fry 


offing 


widow 


fly 


fen 


fur 


vague 


wet 


foal 


feign 
fin 


furrow 


vogue 


with 


foil 


fury 


wag 


witty 


folio 


fine 
fun 


heifer 


wake 


wood 


folly 


hover 


walk 


woody 


fool 


funny 
haven 


ivory 


weak 


would 


foul 


offer 


week 




fowl 


heaven 


over 


weighing 




fuel 


hyphen 
oven 


wary 


whig 


33 


full 


veer 


wig 


fife 


fully 


one 


very 


wick 


five 


heavily 


vain 


war 


wing 


half-way 
vive 


hovel 
oval 


van 
vane 


ware 
wary 


wooing 


waive 


phial 


vein 


wear 




wave 


vail 


vine 


weary 


40 


wavy 
weave 


vale 
valley 


wan 
wane 


where 
wherry 


alms 


whiff 


value 


ween 


wire 


amass 


wife 


veal 


whine 


worry 


amaze 




veil 


wine 





amiss 




vial 


winnow 


38 


amuse 


34 


vile 
villa 


won 


effigy 


mace 
maize 


fame 


viol 





fetch 


mass 


femme 


volley 




fish 


maze 


foam 


vowel 


37 


vetch 


mazy 


foamy 


wail 


affair 


vouch 


mess 


fume 


wale 


affray 


voyage 


mice 


whim 


waylay 


afore 


wage 


miss 





whale 


aver 


wash 


moss 




wall 


aviary 


watch 


mossy 


35 


wallow 


aware 


wedge 


mouse 


avail 


weal 


ever 


which 


muse 


evil 


well 


fair 


witch 


mews 


fail 


wheel 


fairy 


wish 




fall 


while 


far 







fallow 


will 


fare 


39 


41 


feel 


willow 


farrow 




fell 


wily 


fear 


awake 


hemp 


fellow 


wool 


ferry 


evoke 


hump 


file 


woolly 


fiery 


fag 


imbue 



imp 


myth 


many 


mica 


elide 


map 


omit 


mean 


mock 


elude 


mob 




mien 


mowing 


halt 


mop 




mine 


mug 


health 


mope 


43 


minnow 


muggy 


held 






money 


omega 


hilt 




move 


moon 




hold 


42 


muff 


omen 




Iliad 






yeoman 


50 


lad 


amid 








lady 


amity 


44 




alias 


laity 


emit 




47 


aloes 


last 


emmet 


maim 




also 


late 


empty 


mamma 


hammer 


lace 


lathe 


humid 


mum 


Homer 


lass 


laud 


mad 


mummy 


hummer 


lazy 


lead 


made 




humour 


lease 


least 


maid 




mar 


lees 


led 


mast 


45 


mare 


less 


let 


mat 




marry 


loose 


lewd 


mate 


homely 


marrow 


lose 


lid 


mead 


homily 


mere 


loss 


light 


meadow 


mail 


merry 




list 


meat 


male 


mire 




lit 


meed 


mall 


moor 


51 


load 


meet 


mallow 


moory 




loath 


met 


maul 


more 


alibi 


loathe 


mate 


meal 


Morea 


elope 


lost 


mid 


mellow 


morrow 


help 


lot 


might 


mile 


myrrh 


lap 


loud 


mighty 


mill 




leap 


lout 


mite 


moil 




lip 


lust 


mode 


mole 


48 


lob 


lusty 


moiety 


mule 




lobe 


lute 


moist 


mull 


homage 


lobby 


old 


mood 




image 


loop 


yield 


moody 




mash 


lop 




moot 


46 


match 


yelp 





most 




mesh 






moat 


amen 


much 




53 


mote 


human 




52 




moth 


humane 






alive 


motto 


hymen 


49 


alight 


aloof 


mouth 


immane 




allot 


alpha 


mud 


main 


hammock 


allude 


helve 


muddy 


man 


humming 


aloud 


lava 


must 


mane 


make 


although 


lave 


musty 


mania 


mango 


alto 


laugh 


mute 


manna 


meek 


elate 


leaf 



139 



140 



THE SCIENCE OF MEMORY. 



Leave 


57 


ling 


aunt 


envy 


levee 




lingo 


end 


inveigh 


levy 


allure 


loch 


endow 


knave 


life 


lair 


lock 


endue 


knife 


live 


layer 


log 


gnat 


nave 


loaf 


lawyer 


long 


hand 


navy 


loof 


leer 


look 


and 


nephew 


love 


liar 


luck 


handy 




luff 


lore 


lucky 


haunt 




olive 


lower 


lug 


hind 


64 





lure 


lung 


honest 




54 


lyre 


lying 


hone} r dew 


enema 




yelling 


hound 


enemy 


Alrna 






hunt 


gnome 


alum 


58 


m ~~~~~~ 


India 


name 


elm 




60 


innate 


numb 


halm 


allege 




into 




helm 


elegy 


ens 


knead 




illume 


eulogy 


heinous 
hence 


knight 


65 


lama 


eyelash 


knit 




lamb 


lash 


highness 


knot 


annual 


lame 


latch 


news 


knotty 


annul 


limb 


leach 


nice 


knout 


inlay 


lime 


ledge 


niece 


nasty 


kneel 


limn 


leech 


noise 


neat 


knell 


limy 


liege 


noisy 


need 


nail 


loam 


lodge 


noose 


needy 


newly 


loom 


lush 


nose 


nest 


Nile 






onus 


net 


nill 






ounce 


night 


null 


55 


59 


uneasy 


nod 


only 


lily 







node 


unholy 


loll 


alike 




not 




lowly 


hillock 


61 


note 




loyal 


howling 


knab 


nought 


66 


lull 


hulk 


knap 


nude 






iliac 


knob 


nut 


anon 




lack 


nab 


undo 


nine 


56 


lackey 


nap 


undue 


none 


alien 


lag 


nape 


unit 


noon 


alone 


lake 


neap 


unite 


noun 


eolian 


laying 


nib 


unity 


nun 


lane 


leak 


nip 


untie 


onion 


lawn 


leaky 


unhappy 


unto 


union 


lean 


league 











line 


leek 








lion 


leg 


62 


63 


67 


lone 


lick 


annuity 


enough 


honour 


loon 


like 


ant 


envoy 


inner 







APPENDIX. 






innure 


harass 


art 


writhe 


really 


narrow 


hearse 


earth 


wrought 


reel 


near 


heresy 


hard 


yard 


relay 


nor 


hoarse 


hardy 




rely 


owner 


horse 


hart 




rill 




iris 


heart 


73 


role 




oars 


herd 




roll 


68 


race 


hoard 


arrive 


royal 




racy 


horde 


rave 


rowel 


enjoy 


rays 


horrid 


reave 


rule 


gnash 


raise 


hurt 


reef 


yearly 


haunch 


raze 


rat 


review 




hinge 


rice 


rate 


rife 




hunch 


rise 


read 


roof 


76 


inch 


rose 


ready 


rough 


Aaron 


nausea 


rosy 


red 


rove 


arena 


niche 


rouse 


reed 


ruff 


earn 


notch 


ruse 


rest 




hernia 


nudge 





rid 
ride 


74 


horn 
iron 


69 


71 


right 
riot 


arm 


irony 
rain 




Arabia 


rite 


army 


rainy 
reign 
rein 


awning 


Europe 


road 


aroma 


eunuch 


harp 


roast 


halm 


hank 


harpy 


rod 


harem 


renew 


ink 


herb 


rode 


harm 


ruin 


ionic 


orb 


rood 


ram 


run 


gnawing 


rap 


roost 


ream 


urn 


knack 


reap 


root 


rhyme 


yarn 
yearn 


knock 


repay 


rooty 


rim 


knowing 


rib 


rot 


roam 


nag 


rip 


rote 


Rome 


_ 


neck 


ripe 


rout 


room 


77 


neighing 


rob 


route 


roomy 


nick 


robe 


ruddy 


rum 


arrear 


nook 


rope 


rude 




Aurora 


unhook 


ropy 


rust 




error 


unique 


rub 


rusty 


75 


harrier 
hearer 


Yankee 


ruby 


rut 




yawning 


rupee 


ruth 


aerial 


horror 




wrap 


wrath 


earl 


rare 






wreath 


early 


rear 


70 




wreathe 


hourly 


roar 




72 


wrest 


hurl 


rower 


arise 




wright 


oral 





arose 


aorta 


wrist 


rail 


78 


arouse 


arid 


writ 


rally 


erase 


arrest 


write 


real 


arch 



141 



1 12 



THE SCIENCE OF MEMORY. 



harsh 

Irish 

rage 

rash 

reach 

rich 

ridge 

roach 

rouge 

rush 

rushy 

Eussia 

urge 



79 

airing 

arc 

argue 

ark 

arrack 

earring 

harangue 

hark 

hayrick 

heroic 

herring 

rack 

rag 

rake 

reek 

rig 

ring 

rock 

rocky 

rogue 

rook 

rug 

wreak 

wreck 

wring 

wrong 



80 

ashes 

chaise 
chase 



chess 

cheese 

chose 

Jews 

joyous 

juice 

juicy 

81 

chap 

cheap 

chip 

chop 

chubby 

gibe 

jib 

job 

shabby 

shape 

sheep 

ship 

shop 

82 

aged 

chaste 

chat 

chatty 

cheat 

chest 

chide 

jade 

jest 

jet 

jetty 

jot 

joust 

just 

jut 

jute 

shade 

shadow 

shady 

sheath 

sheathe 

shed 

sheet 



shoot 


86 


cheque 


shot 




cheek 


shout 


chain 


chick 


shut 


chin 


chock 





china 


chuck 


83 


chine 


etching 


genii 


hedgehog 


achieve 


gin 


jack 


chafe 


jenny 


jag 


chaff 


join 


jaggy 


chief 


June 


jig 


gyve 


ocean 


jockey 


shave 


shin 


j°g 


sheaf 


shine 


joke 


shive 


shiny 


jug 


shove 


shone 


shaggy 





shun 


shake 
shock 


84 




shoeing 




87 


shook 


chamois 




showing 


chime 


ajar 


sheik 


chum 


ashore 




chyme 


chair 




gem 


cheer 


90 


jam 


cherry 


accuse 


jamb 


hedger 


axe 


sham 


hedgerow 


case 


shame 


jar 


cause 





jeer 


chaos 




jury 


coz 


85 . 


share 


ex 




shear 


gas 


agile 


sheer 


gauze 


chill 


sherry 


gaze 


chyle 


shore 


geese 


gaol 


shower 


goose 


gill 


shrew 


guess 


jelly 


usher 


guise 


jewel 




hoax 


jo^iy 




kiss 


shale 


88 


ox 


shall 




queasy 


shallow 


judge 


quiz 


shawl 







shell 






shelly 


89 


91 


shoal 


chalk 


cab 


shyly 


check 


cap 







APPENDIX 






cape 


goat 


coom 


again 


hunger 


cob 


God 


coomb 


can 


hungry 


coop 


good 


game 


cane 


occur 


cope 


got 


gum 


canoe 


ochre 


copy 


gout 


gummy 


cayenne 


ogre 


cub 


gouty 


oakum 


coin 


quarry 


cube 


guide 


qualm 


con 


queer 


cup 


gust 


_____ 


cone 


query 


equip 


gusto 




cony 


quire 


gap 


gut 


95 


gain 





gape 


hogsty 




gone 


98 


keep 


hooked 


call 


gown 


occupy 


kid 


claw 


guinea 


acacia 




kit 


clay 


gun 


cadge 




kite 


clew 


hackney 


cage 


92 


quest 


cloy 


keen 


cash 




quiet 


coal 


ken 


cassia 


accost 


quit 


coil 


khan 


coach 


act 


quite 


cull 


kin 


couch 


acute 


quoit 


eagle 


queen 


gage 


aghast 


quota 


eclat 




gash 


agate 


quote 


equal 




gauge 


august 




gaily 


97 


gush 


caddy 




gala 




hoggish 


cast 


93 


gale 


accrue 


kedge 


caste 




gall 


acre 


ketch 


cat 


calf 


galley 


agree 


quash 


coast 


cave 


glee 


anger 




coat 


coffee 


glow 


augur 




cod 


cough 


glue 


car 


99 


code 


cove 


goal 


care 


aching 


cost 


covv 


guile 


carry 


cake 


cot 


cuff 


gull 


choir 


calk 


cowhide 


gaff 


haggle 


coir 


cocoa 


cud 


give 


higgle 


cohere 


cock 


cuddy 


hiccough 


kale 


core 


cog 


cut 


quaff 


keel 


cowr} 7 


coke 


equity 




keyhole 


crew 


cook 


gad 




kill 


crow 


cooing 


gaiety 


94 


quail 


cry 


cuckoo 


gait 




quell 


cure 


gag 


gate 


acme 


quill 


curry 


gang 


gaudy 


calm 


ugly 


eager 


gawk 


get 


came 




equerry 


gawky 


guest 


cameo 




gear 


&g 


ghost 


coma 


96 


goer 


gong 


giddy 


comb . 




gore 


hacking 


gist 


come 


agony 


grey 


hanging 


goad 


comma 


akin 


grow 


hooking 



143 



11 1. 



THE SCIENCE OF MEMORY. 



keg 


01 


sweat 


sully 


08 


kick 




sweet 


swallow 


sage 
sash 


kin- 


asp 


zest 


swell 


quack 


espy 





swill 


sedge 
siege 
such 


quake 


hasp 


03 


zeal 


quick 


hyssop 







sap 


ossify 




swash 


100 


sappy 
sip 


safe 
save 


06 


usage 


abysses 


soap 


Savoy 


assign 


. 


basis 


sob 


sieve 


sane 




opposes 
paces 


sop 
soup 


sofa 


scene 
scion 
seen 


09 

hassock 


pieces 
possess 


spa 

spy 

sub 


04 

assume 


seine 
sign 


husk 

husky 

sack 

sago 

sake 

sang 




ace 


sup 

swab 

sweep 


psalm 

same 

seam 


sin 
sinew 
sinewy 
snow 


as 





seamy 


son 


saying 


ass 




seem 


soon 


seeing 


assay 
ease 


02 


semi 
some 


sun 


seek 
sick 
sing 
skue 


easy 
essay 


assist 
city 


sum 
swim 


sunny 
swain 


has 

haze 

hazy 


essayist 

sad 

said 


05 


swan 
swell 
swine 


sky 

soak 

sock 


his 


sat 


assail 


zion 




hiss 


seat 


easel 


zone 


song 
suck 
swag 
swing 


hose 


seed 


easily 





house 
ice 


seedy 
set 


hazel 
sail 


07 


icy 


side 


sale 


hussar 





is 


sight 


sallow 


sawyer 


00 : 


ooze 


sit 


sally 


sear 


saw 


site ' 


seal 


seer 


assess 


say 


sod 


sell 


sere 


assize 


sea 


soda 


sill 


serry 


hawses 


see 


soot 


silly 


sewer 


houses 


sew 


soothe 


slay 


sir 


ice-house 


sigh 


sooty 


sleigh 


sire 


oasis 


so 


sot 


sloe 


soar 


sauce 


sow 


sought 


slow 


sore 


sauc} r 


sue 


south 


sly 


sorrow 


says 


sway 


suit 


soil 


sorry 


seesaw 


us 


suite 


sole 


sour 


seize 


use 


suttee 


soul 


swear 


size 


yes 


swathe 


solo 


zero 


souse 



\ 



